Master list of courses approved as electives for Peace and Conflict Studies.  Additional elective courses are added regularly.

070 Anthropology

16:070:511 Anthropology of Gender (3 credits), Dorothy Hodgson,
Department of Anthropology, Rutgers University-New Brunswick

This course will explore the central historical and contemporary debates in the anthropology of gender, including the search for universal principles underlying male dominance (such as nature/culture; domestic/public); relationships among gender, sex, and sexuality; how gender articulates with other forms of difference such as race, class and nation; gendered perspectives on power; the interaction of agency and structure in the production of femininities and masculinities; issues of cultural representation and expression; gender and body politics; feminist positionalities, methods & ethics; feminist transnational activism; and transgender theory and activism. A key concern of the course will be to understand, discuss and debate how the primarily qualitative methods of ethnographic research can inform and further these debates.  We will first review the historiography of theoretical developments in the anthropology of gender and feminist anthropology, then read a mix of classic and contemporary ethnographies to explore how they contribute to our ability to analyze and understand gender.

16:070:517 The Anthropology of Violence (3 credits), Rocio Magana
Department of Anthropology, Rutgers-New Brunswick

Violence has been a central object of study and social concern throughout the ages be it physical, psychological, political, symbolic, structural or otherwise manifested. Over the course of thesemester, we will examine overt and extraordinary forms of violence, but also its discreet and everyday expressions. In this regard, we will consider a range of phenomena from war, ethnic conflict and genocide, to neglect, exclusion and the unequal distribution of risk and inquire: How does violence emerge and reproduce? How and when does it become visible and/or a concern to third parties? What role does it play in contemporary society? What does it produce? What are the implications of the relationship between violence, crises and states of emergency? How can anthropologists develop effective tools to study a phenomenon that manifests from the intimacy of the family to the indifference of global actors and deterritorialized institutions? With these questions in mind, we will explore how key figures of the social sciences cannon as well contemporary scholars in anthropology and its sister disciplines have explained violence and approached its study. The course draws on a wide array of materials – from excepts of political treatises to entire monographs – with the explicit intention of allowing us to discuss not only the ideas advanced by these scholars, but also the genres and politics of representation employed in their examination. 

16:070:526 Urban Ethnography (3 credits), Nina Siulc

Classic and contemporary urban ethnographies of the United States and elsewhere. Urban methods, construction of the "the field," and epistemological concerns. Modernity and global cities. Space, race, and class. Representations of urbanism.

16:070:529 Racialization, Immigration, and the Politics of Citizenship, (3 credits) Nina Siulc

This seminar examines anthropological literature on citizenship – both legal and social—in the modern nation state. We will read a combination of books and journal articles that offer methodological, theoretical, and ethnographic insights into historical and contemporary membership projects. Readings explore ideas about belonging and exclusion, including debates about formal membership, processes of racialization and racial formation, and the relationship of immigration, globalization, and transnationalism to individual and national identities. The seminar will be relevant to M.A. and Ph.D. students across the social sciences and humanities who are developing projects or careers with a focus on immigration, citizenship and national identity, globalization, racialization, and social practices of inclusion and exclusion more broadly.

26:070:530 Anthropology and War (3 credits), R. Brian Ferguson
Department of Sociology and Anthropology, Graduate Program in Peace and Conflict Studies, Rutgers University-Newark

This course is a survey of anthropological approaches to war.  It does not cover theories from political science, the history of Europe or the great powers, or other “standard” war topics.  This course looks at the nature of war as a human institution, where it comes from, and how it affects society.  It asks how can we better understand war by using the vast range of cultures and behaviors that anthropologists study, and how those insights may relate to wars raging in the world today.  It begins by examining the actual practice of war in “tribal” societies, then moves to theoretical overviews about interrelationships between war and society.  Next come two units examining evidence and debates about “human nature” and war in humanity’s distant past.  Four units sequentially present detailed discussions about war in relation to ecology, economy, and kinship, gender relations, values and belief systems, and finally, politics.  The latter part of the semester shifts to the contemporary world.  Two units examine first theories, then cases, of “ethnic” and other violence.  The next unit deals with topics and cases related to the current global confrontation over terrorism, and the next with contemporary issues about anthropological engagement with military and security organizations.  We conclude with a focus on peace.

16:070:537 Anthropology of Human Rights  (3 credits), Daniel Goldstein
Department of Anthropology, Rutgers University-New Brunswick

Human rights is a global conception that has produced many and varied impacts, has been adapted and reworked in local contexts worldwide, and has become the object of as well as a resource for popular struggle, state policymaking, and transnational movements – all of which makes it a perfect subject for anthropological analysis. But anthropology has a long and complicated relationship with human rights, as this course explores. We will examine the origins and expansion of human rights thinking, and the impacts this has had on national formations and local contexts. We will go on to consider the conflicts between culture and rights that have emerged in this process, and the question of universality in the application of human rights around the world. The course will also consider the ways in which rights conceptions have been mobilized in local struggles, with a particular geographical focus on Latin America. We will look at specific manifestations of rights as captured in ethnographic writing, including issues of indigenous rights, women’s rights, the relationship between security and rights, and the rights of transnational migrants. Students will develop one particular theme from among those studied in their final research paper for the course.

16:070:549 Culture and Capitalism (3 credits) Dorothy Hodgson
Department of Anthropology, Rutgers University-New Brunswick

This seminar explores historical and contemporary efforts to investigate, analyze and understand the complicated relationship between “culture” and “capitalism.”   Is there a difference between emphasizing the cultural dimensions of capitalism instead of the political-economic facets of culture?  Can we reconcile the two?  If so, how do we account for the temporal and spatial dimensions of the relationship in a manner sensitive to the simultaneity of structure and process, difference and similarity, continuity and change, conformity and contestation?  In what ways can ethnographic research and writing illuminate the local and translocal mediations of the relationship?  After a substantial theoretical review of relevant theories of culture and capitalism, we will explore these issues through critical readings of contemporary ethnographies.  Topics we will examine include commodification, modernity & postmodernity, colonialism and postcoloniality, production & reproduction, consumption, alienation, marginality, and social difference (class, race, ethnicity, gender).  Moving beyond empirical details, we shall examine each text for the theoretical perspectives it uses and the manner in which it relates local conditions to translocal contexts.  We will also explore how we as anthropologists might study, analyze and write about similar processes and practices within frameworks that contain both the “local” and the “global,” structures and practices, culture and political economy

26:070:573 Global Justice, Alex Hinton
MA Program in Peace and Conflict Studies, Rutgers-Newark

How do societies come to terms with the aftermath of genocide and mass violence? And how might the international community contribute to this process? In recent years, transitional justice mechanisms such as tribunals and truth commissions have emerged as a favored means of redress, one that is now the focus of international workshops, academic conferences, UN reports, foreign relations and diplomacy, non-governmental organizations, and scholarly research. Tribunals, in particular, have been increasingly given a privileged role in transitional justice as illustrated by the proliferation of courts related to conflicts in places like Bosnia, Cambodia, East Timor, Iraq, Kosovo, Lebanon, Rwanda, and Sierra Leone. This course will explore the concept of transitional justice and the historical processes and human rights regime that have helped tribunals emerge as the key means of redress.

26:070:598 Genocide (3 credits), Alex Hinton
MA Program in Peace and Conflict Studies, Rutgers-Newark

If the 20th century, which has been called “the century of genocide,” ended with the horrors of Bosnia, Rwanda, and Kosovo, genocidal violence has continued unabated into the new millennium, as illustrated by Darfur, the Democratic Republic of Congo, and even Iraq. Such genocidal violence raises many questions that we will examine in this course. How does genocide come to take place? How is it patterned? What motivates people to participate in such violence? Are there special dynamics at work in the world in which we live that are conducive to political violence and genocide? How, for example, might mass murder and its remembrance be linked to modernity and globalization? How is genocide represented, coped with, and remembered? How might it be prevented? This course will range far and wide to consider a number of cases (including Bosnia and Herzegovina, Cambodia, Darfur, Guatemala, Rwanda, and Turkey) and topics related to these issues. Accordingly, students will learn about the origins, dynamics, endings, and aftermaths of genocide across a number of cases with a particular emphasis on understanding how genocide is shaped by cultural understandings and institutions.

16:070:603 The Anthropology of Memory (3 credits) Parvis Ghassem-Fachendi
Department of Anthropology, Rutgers University-New Brunswick

The anthropology of memory will focus on the relation of memory to how humans deal with loss. It takes up three major approaches to memory: psychoanalysis (Freud), social organization (Halbwachs), and associative temporalities (Sebald).  It examines various genres in which the memory of loss is retained or displaced (personal memoires, comic books, films, memorials, money, religious stories), and the various cultural landscapes and histories in which such memories are recalled. Memory is the process of recalling something learned, experienced, or imagined in the past; it employs narrative to organize experience into events. Another way to frame the topic is to ask how the past is experienced in the interplay of individual and collective desires, and how it comes to be construed in meaningful stories in the present? The course will consider examples of the memory of loss from different cultural settings and contexts, and examine these critically from different theoretical perspectives.  A better understanding of the memory of loss, and the social forms in which this memory remains active in the present, will improve our approaches to cultural observation, documentation, analysis, and interpretation. 

920 Sociology

16:920:570 Postcolonial Engagements (3 credits), Ethel Brooks
Department of Sociology, Rutgers-New Brunswick

What is the relationship between postcolonial theory, social practice and everyday forms of domination?  This course engages the complexities of postcolonial theory through conversations with, and engagements around, sociological theory and method.  We will begin with the seminal text: “Can the Subaltern Speak?” by Gayatari Chakravorty Spivak.  We will read Spivak’s text using her own methodological approach–reading it “against the grain,” and engaging it in a “deconstructive embrace,” while also reading it genealogically through the texts it references and those it influences.  From there, we will take on formative texts in postcolonial theory, such as Fran Fanon’s Black Skin, White Masks and Edward Said’s Orientalism; we will also read works by social scientists who focus on post-colonial sites and practices, such as in Pierre Bourdieu’s Logic of Practice and Timothy Mitchell’s Carbon Democracy, as well as sociological critiques of postcolonial thoery, such as Vivek Chibber’s Sociology Theory and the Specter of Capital.  The seminar will involve a careful reading of texts that have informed postcolonial theory, along with an exploration of the racial, gendered, sexual, national and global manifestations of sociological theories, methods and practices.  We will explore the kinds of conceptual work postcolonial theory can do for sociologists and activists, and the gendered, raced and national histories of theoretical production and reproduction, as well the local, national and transnational manifestation of the postcolonial–who gets to claim it and the work of its citational practices.

26:920:585 Social Movements and Globalization, Kurt Schock
MA Program in Peace and Conflict Studies, Rutgers-Newark

This seminar examines social movements in the context of globalization. Major topics include: (1) how globalization and global civil society are changing the nature of political activism and contention, (2) local, national, and transnational social movements that have developed in response to various injustices, some of which have been exacerbated by economic globalization—and (3) alternative visions of politics and society that are emerging from the alternative globalization (global justice) movement. A number of social movements are discussed including the human rights movement, Islamist movements, the women’s movement, the environmental movement, the labor movement, peasant movements, and movements concerned with land use, sustainable development, and international inequality. This course is interdisciplinary, drawing on theories and research from the areas of social movements, international relations, comparative politics, political economy, and development.

352 English: American Literature

26:352:517 The Vietnam War and American Culture and Literature: 1945 to the Present (3 credits), H. Bruce Franklin
Department of English and American Studies, Rutgers University-Newark

This interdisciplinary seminar explores the complex interrelations between the U.S. war in Vietnam and American literature and culture.  American culture, which was an essential part of the matrix that generated the decades-long war, was then profoundly transformed by the war.   The culture soon transformed the war into “Vietnam,” not a nation or a people but a constellation of powerful myths operative today as forces manifest in politics, cultural commodities, and America’s permanent state of warfare.  Members of the seminar will be expected to become familiar with the basic history of the war, while engaging with the “culture wars” it engendered, especially as these “wars” changed our perspectives on literature and the teaching of literature.   We will explore a range of materials, focusing on literature and also including primary historical documents, music, and film.

478 Global Affairs

26:478:506 Quantitative Methods in Global Affairs (3 credits), Jun Xiang
Department of Economics, Rutgers University-Newark

In this course, students are introduced to data analysis, statistical inference, and research design relevant to global affairs research. Topics covered will include descriptive statistics, probability, confidence intervals, hypothesis tests, correlation, and regression analysis.  Course grades will be based on five homework assignments (30%), a closed book midterm exam (30%), and a closed book final exam (40%).

Fulfills Methodology Requirement

26:478:513 The EU as a Security Actor (3 credits), Ariane Chebel d’Appollonia
School of Public Affairs and Administration, Rutgers University-Newark

As a security community, the EU has to deal with internal safety, external threats, and new forms of transnational threats. This new configuration of challenges explains the creation of a new security strategy, planned mutual defense and new EU tools involving emergency preparedness, a solidarity clause for the protection against terrorism, and military and civil crisis management.  Correspondingly, there has therefore been a blurring of the distinction between external and internal security as a consequence of a growing set of transnational risks, and the merging of internal safety and external instruments of crisis management. As a result, this trend has led to the emergence of a new type of security identity in the EU.  The purpose of this course is to address the issues raised by the expansive notion of EU security from both a theoretical and an empirical perspective. The first section of the course includes the presentation of the main concepts, followed by a global overview of the main EU security structures, policies, and agents. The second section is devoted to various empirical case studies such as the European security policy in Europe as well as in other parts of the world; the economic aspects of EU security; Europe’s human security policy; terrorist threats and counterterrorism; and biological threats. The third section seeks to provide a critical evaluation of the various EU security structures and agents, as well as the effective role of the EU as a regional/international security actor. 

26:478:514 Ethics, Security, and Global Affairs (3 credits), Ariane Chebel d’Appollonia
School of Public Affairs and Administration, Rutgers University-Newark

This course examines the foundations of ethics in public policy, and their role in answering some of the most pressing, topical and difficult challenges of this and successive generations (such as terrorism, humanitarian interventions, climate change, economic globalization). We will attempt to apply these principles by learning about some of the basic literature on ethics in international relations, debating the pros and cons of the various approaches, and there implications for public policies. For students, the course’s objectives are to establish a solid foundation in the literature on ethics in international affairs, develop greater analytical agility in applying theoretical material to a wide array of recent cases, and expand proficiency in communicating concepts through weekly class participation as well as the presentation. 

26:478:515 Immigration and Security in Europe, (3 credits) Arianne Chebel d’Appollonia

The intention of this course is to assess the dimensions and importance of immigration and terrorism as a present and future security issue. From the late 1970s onward, many European governments introduced tighter restrictions on their immigration and asylum policies, largely in response to the mounting sense of an "immigration problem." Prior to the events of September 11, an EU-wide "internal security ideology" encompassed a collection of issues ranging from immigration and asylum to border control, organized crime, public order, and terrorism. These issues could be arrayed along a single "security continuum."  But the terrorist attacks of 9/11 spawned an era period in Europe, just as they did in the United States. Reaction to al-Qaeda and "global" terrorism created an amalgamation of immigration and security issues throughout the EU. Accordingly, this event influenced the process of immigration on both continents-generating new restrictive policy measures, new institutions designed to improve the fight against terrorism, and affecting the perception of migrants among host populations in both sides of the Atlantic. This course is based on a comparative analysis of European and American responses to the recent challenges posed by expanded notions of "internal security". It seeks to understand the ways in which immigration policy has been affected by national security interests and foreign policies, as well as the ways in which immigration has affected national security concerns and consequentially foreign policies. Fundamentally, the goal is to understand how the immigration- terrorism dynamic plays out over time, as well as how anti-migration and counter-terrorism policies impacts civil liberties.

26:478:516 Human Security (3 credits), Simon Reich
Department of Political Science and Division of Global Affairs, Rutgers University-Newark

The growth in the number of failed and fragile states, marked by the failure of the rule of law, has been sustained over the course of the last decade. The product in many countries has been civil conflict, the deprivation of human rights and the displacement of large numbers of the population who are subject to violence in a variety of forms. From Latin America to Africa and Asia, internally displaced persons and refugees have sought sanctity. These efforts, however, have often proved unsuccessful, often resulting in high mortality rates. In this seminar we shall examine the questions of how and why human security emerged, what it entails, and the issue of the protection of vulnerable populations in the context of civil and military conflict.

26:478:517 Power, Institutions and Norms: Hard and Soft Power in the 21st Century, Simon Reich
Department of Political Science, Rutgers University-Newark

Current debates in global affairs focus heavily on the respective importance of power, institutions and norms as explanations of behavior by both state and non-state actors. Surprisingly little work focuses on how these explanations interact, how they influence the behavior of actors in addressing a variety of transnational issues, or if and how global initiatives are formulated, codified and then (most importantly) enforced. In this course, we examine the relevant literature, and consider both the ways in which soft and hard power is linked, and when initiatives are likely to actually be not only formulated but also enforced, in attempting to combat a variety of challenging problems such new conflict issues and global economic crisis.

26:478:537:01 Global Governance, Simon Reich
Department of Political Science, Rutgers University-Newark

This course is designed to acquaint students with a broad understanding of the primary actors, institutions and issues in the field of Global Governance - and how each relate to ongoing dynamics and deliberations in national, international and global policy debates. As a survey course, it includes three elements; theoretical, historical and policy issue components -- all designed to inform you about the cycles of these debates. The major themes focus on threats and evolving forms of conflict, processes of democratization, and poverty and development.

26:478:570 Colloquium in Global Change and Governance (Division of Global Affairs) (2 credits)

Topics change by semester.

26:478:574 Modern Political Terrorism (3 credits), Normal Samuels
Department of Political Science, Division of Global Affairs, Rutgers University-Newark

This seminar will examine selected topics concerning contemporary terrorism through overview lectures and informed discussion based on extensive reading.

26:478:587 Topics: American Grand Strategy and Security in the Modern Age, Simon Reich (DGA)

26:478:588 Topics in Global Affairs: Contemporary Issues in the Middle East (3 credits), Hashemi


26:478:598 Genocide (3 credits), Alexander Hinton


510 History

26:510:543 Topics in World History: Postwar: Aftermaths of World War II, Susan Carruthers
Department of History, Rutgers University-Newark

World War II claimed in excess of 60 million lives: victims of combat, aerial bombardment, disease, famine, and calculated annihilation. When it ended, the victorious Allies struggled to agree on how best to tackle questions of humanitarian relief and political reconstruction that confronted their own societies as well as those of the defeated Axis powers and their former empires. The tumultuous years immediately after the war saw the birth of the nuclear age; the division of Europe; the onset of the Cold War; the reconstitution of colonial empires in Asia and Africa; and the inauguration of the United Nations. This course examines the period from 1945 to 1950 by adopting a thematic approach to wartime legacies and postwar challenges. Topics will include: hunger and the politics of food; sexual violence; demobilization and homecoming; refugee politics; military occupation; the atomic era; and human rights. Weekly readings will generally comprise a number of scholarly articles rather than single monographs. These will be studied alongside selected primary source materials, including films, diaries, letters, and fiction from the late 1940s. The overall objective is to gain a multi-faceted appreciation of "postwar" and of the multiple optics that historians have applied to this period's interpretation. We will thus read new scholarship in the fields of transnational history; the history of gender and sexuality; the history of emotions; refugee and Holocaust studies, and works of cultural critique drawn from disciplines outside History. Assessment will be based on class participation; two short response papers, and a final longer paper.

600 Law

23:600:627 Mediation (3 credits), Jonathan Hyman
Rutgers School of Law, Newark

Mediation, in which a neutral third party assists people in resolving their disputes, has witnessed a phenomenal growth in the last few years. Many court systems use mediation as a way to settle cases without a trial. Lawyers may urge their clients to try mediation to get better agreements less expensively, without the hostility and aggravation that often accompany litigation. The practice of mediation seems to be on its way to becoming a profession. Even if they do not act as mediators themselves, lawyers may find themselves representing parties in mediation sessions or drafting mediation clauses for contracts. But mediation raises substantial questions about fairness, accuracy, confidentiality, equity, and differences in power: Should it replace the traditional ways of resolving disputes? This course will cover the key skills that mediators should have, using simulated mediations in which students will participate. It will also cover the conceptual issues that should be understood to make sound judgments about the use of mediation. After initial skills training in the course, which may include a special weekend workshop at the Law School early in the semester, students may have the opportunity to act as mediators in real disputes, such as those pending in small claims courts, municipal courts, and other venues. Students should have enough flexibility in their schedules to make themselves available for this kind of work on a weekly basis.

23:600:759 Alternative Dispute Resolution (3 credits), Jonathan Hyman
Rutgers School of Law, Newark

This course introduces law students to the range of dispute resolution processes increasingly in use both within and outside of the courts. These techniques including negotiation, mediation, arbitration, and so-called hybrid processes such as early neutral evaluation, summary jury trials, and mini-trials – have been incorporated into both state and federal court programs and may be available through private providers. Under a recently-adopted New Jersey Court Rule, lawyers are urged to “become familiar with available CDR (Complementary Dispute Resolution) programs and inform their clients of them.”

790 Political Science

26:790:521 Proseminar: Theories of International Politics, Manus I. Midlarsky
Department of Political Science, Douglas Campus, Rutgers-New Brunswick

This seminar is intended to provide an overview of existing theories of international politics, as well as to introduce new emphases that have arisen in response to recent events. Relationships between theory, methodology, and public policy will be explored, especially in the most egregious cases of political violence: mass violence and terrorism. Realism and its variants, still constituting the reigning paradigmatic approach to the study of world politics, receive a large share of attention, followed by liberalism, rational choice, constructivism, cooperation, institutions, genocide and mass violence, civil conflict, international law and human rights, and international political economy as more recent concerns.

16:790:522:01 Seminar: Theories of War and Peace, Jack Levy
Department of Political Science, Douglas Campus, Rutgers-New Brunswick

26:790:535 Global Environmental Issues (3 credits), Gabriella Kutting


21:790:538 Global Environmental Issues (3 credits), Gabriella Kutting   
Department of Political Science, Rutgers University-Newark

This course is focused on the global environmental "problematique" and the ways in which it is being played out in a variety of political and policy arenas. Apart from introducing the student to the concepts and literature in global environmental politics, the course is intended to provide students with insights into: the political structure and context of transnational environmental issues; the ways in which individuals are implicated in these issues; the intergovernmental mechanisms established for addressing environmental problems; the treatment of environmental problems that occur in many different places but are not necessarily linked; and transnational environmental activity, including that through social movements, non-governmental organizations, and corporate actors.  We will approach these matters through a focus on four general aspects of the environmental problematique: environmental governance; civil society and transnational actors; critical debates on justice; development and economic issues; and environmental security.

26:790:542 Topics in Recent International Relations: The Politics of Violence: Civil War and Organized Crime in the Global South , Eduardo Moncada
Department of Political Science, Rutgers University-Newark

In recent years there has been growing scholarly interest in identifying the micro-level political origins and consequences of violence. This course will engage two burgeoning research agendas that fall within this broader body of work: the micro-politics of violence in contexts of civil war and in settings overrun by criminal violence. Our aim will be to critically interrogate both bodies of research, as well as identify potential points of overlap that might serve as the foundations for increased and fruitful dialogue between the two areas of scholarship.

16:790:566: Theory of Politics, Violence, and Stability, Midlarsky


830 Psychology

26:830:610 Special Topics in Developmental Psychology: Aggression and Violence, Paul Boxer

Aggression and violence are multiply-determined behaviors. The "causes" of aggression lie with personal (e.g., temperament, IQ, impulsivity) and contextual (e.g., community violence, harsh parenting, peer deviance) sources of risk. This seminar course will review and analyze current psychological theory and research on the development and expression of aggressive and violent behavior, primarily within a broad developmental-ecological or social-ecological framework. This course also will consider methods of preventing and treating aggression that have emanated from this research and theory.

833 Negotiation and Conflict Resolution

34:833:572 Negotiation, Law and Policy: Managing Conflict in Public Contexts, Sanford M. Jaffe and Linda Stamato
Center for Negotiation and Conflict Resolution, Bloustein School of Planning and Public Policy/Mason Gross School of the Arts, Rutgers-New Brunswick

The basic purpose of this course is to acquaint students with the field of conflict resolution and its relationship to public policy-making, planning, and politics. Students will gain a fundamental understanding of negotiation and the processes that build on negotiation when legitimate interests are in conflict (e.g. mediation) as well as those that may substitute for it when differences cannot be voluntarily resolved (e.g. arbitration). Students will gain an understanding of the limits of law and legal process and the benefits of collaboration in making decisions and resolving conflicts. They will learn analytical and intervention skills to address organizational, policy and legislative concerns in areas as diverse as the workplace, the community, government regulatory practice and international relations. Students will have opportunities to apply concepts and practice negotiation and intervention skills in hypothetical and factual public policy situations. Sub-topics include: Decision-making in negotiation and collaboration, barriers to effective negotiation, impact of process on (and compliance with) outcomes, theoretical (and practical) concerns in intractable conflicts.

834: Political Science

20:834:561 Analytical Methods (3 credits), Qiushi Wang
School of Public Affairs and Administration, Rutgers-Newark

Quantitative methods in the analysis of planning and management problems.  Includes descriptive statistics, statistical distributions, probability, hypothesis development, significance testing, correlation, contingency table analysis, and regression.

Fulfills Analytic Methods Requirement

20:834:562 Applied Research Design, (School of Public Affairs).  

Fulfills the methodology requirement.

977 Urban Systems

26:977:624 Special Topics in Urban Systems: Ethnographic Methods (3 credits), Sean Mitchell

This course is a graduate level introduction to studying and writing about the world ethnographically. Because it relies on the method of “participant observation,” ethnography may appear to be an easy task. We spend our whole lives embedded in and thinking about our social worlds; how hard can it be to participate and observe? But, while the work of ethnography relies on our basic abilities as social beings, it has broader aims that require theoretical and methodological understanding, as well as practice: to understand how human communities work, and to translate and make those communities comprehensible both to ourselves and to others who stand outside those communities.

Ethnography may seek to answer very specific questions—how, for instance, students of a specific Newark High School experience racism, or why financial analysts at a particular firm rely on unrealistic models of risk—or ethnography may seek to illuminate entire social worlds. Whatever kinds of questions ethnographic research seeks to answer, it is always a circular process: questions are first developed through anticipatory research, then become reformulated as the researcher enters the field of study, learns more, and further refines both the questions and underlying theories. If your questions do not change as you carry out your ethnography you are probably doing it poorly; if you find only what you expected to find, you are definitely doing it poorly. Additionally, because ethnography involves our participation in people's lives, often involving complex relations of inequality and often privacy, our ethical practice is also fundamentally important.

In this seminar, we will read classic and more recent ethnography, as well as texts in ethnographic theory, methods, and ethics, and we will learn how ethnographers: design research projects and questions; carry out their research through participant observation, interviews, and other techniques; write fieldnotes; analyze and understand the data collected; and render their results intelligible through ethnographic writing.

Over the course of the semester, each student will design and write a proposal for ethnographic research, with ongoing feedback from me and your colleagues in the class. For those students preparing a proposal for dissertation research, the proposal may be tailored to your individual project. The intention is to produce proposals of sufficient quality to qualify you for research in your academic program, to win support from external funding agencies—another crucial part of ethnographic practice—and to conduct high-quality research.