Minor in Peace and Conflict Studies

Peace and Conflict Studies Minor Course Descriptions

Required Course

INTE-UE 1013 Introduction to Peace and Conflict Studies (4 credits) – offered fall semester
How can we explain the many violent conflicts around the world today? What is the lived experience of people in conflict-affected contexts? What can international and local actors do to build peace? These are just some of the many questions that students will tackle in in this introduction to peace and conflict studies. Students will become familiar with theoretical perspectives, real-world examples, and analytical skills to better understand, critically evaluate, and respond to contemporary issues related to peace and conflict.

View a sample syllabus.

While we suggest you take this course sophomore or junior year, it is open to any student over the course of their studies at NYU.

Restricted Electives

INTE-UE 1028 Comparative Politics, Education, and Conflict (4 credits, graduate-level class) – offered spring semester
Explores the politics of civil conflict, peace-building, and the role of education in promising violence or peace. Explores the role of external actors (international organizations, bilateral donors, non-governmental organizations), local actors (civil society associations, nationalist and ideological state factions), and their influence on education systems during war and emerging peace. Readings and discussion will focus on humanitarian action, human rights and development, nationalism and ethnic conflict, the political economy of post-conflict education, and the politics of promoting education in early reconstruction and peace-building. Case studies will include Afghanistan, Colombia, Sierra Leone, Pakistan, and West Bank/Gaza, but students will be encouraged to explore cases of their choosing.

View a sample syllabus.

INTE-UE 1010 International Human Rights Activism and Education (4 credits) – offered fall semester
How do educators and activists spread messages about human rights? What might make them more likely to succeed? What are the ethical and political implications of using education as a tool for moral persuasion? Students will engage with these questions, as well as be introduced to the role of the United Nations, NGOs, and state governments in facilitating human rights education. Students will also engage critically with debates over whether the human rights system is an appropriate way to achieve justice in diverse contexts. Throughout the course, students will apply theory on human rights education and activism to real-life examples, as well as create their own advocacy campaign and lesson plan. 

View a sample syllabus.

INTE-UE.1532 Terrorism, Extremism, and Education (4 credits) – not offered 2017/8
What is the relationship between extremism and education? This course examines instances and theories of national, ideological, ethnic, religious, and political extremism and their relationship to education. Course participants will analyze how state authorities, rebel movements, extremist associations, and ethnic and religious organizations mobilize youth populations, shape public narratives, and use, manipulate, or abuse ideologies that lay claim to collective identities during the development and transformation of extremist movements. The course pays particular attention to the ways that educational systems have worked to foment and prevent extremism in comparative and cross-national contexts. This course introduces students to the central themes, issues, and controversies in American education. What is the purpose of “school”? How did schools begin, in the United States, and how have they evolved across time? How do children learn? How are they different from each other, and why and when should that matter? How should we teach them? And how should we structure schools and classrooms to promote learning? Liberal Arts Core/CORE Equivalent – satisfies the requirement for Society and Social Sciences.