Course | Credits | Scientific Disciplinary Sector Code | Contact Hours | Exercise Hours | Laboratory Hours | Personal Study Hours | Type of Activity | Language | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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21810489 -
INTERNATIONAL LAW AND DEVELOPMENT
(objectives)
International Development Law is a strategic and operational tool for all involved institutional and non-institutional stakeholders on a global, regional and national level. For this reason the course deals mainly with the role and actions of States and international intergovernmental (political and financial IOs) and non-governmental (NGOs and national and multinational corporations) organizations working at the bilateral, multilateral and multi-bilateral level in order to frame policies, programs and projects as key components of the international development law, also introducing in-depth analysis over the
international legal and strategic environmental/climate component as well as the humanitarian patterns of development cooperation in pre-during-post conflict situations.
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CARLETTI CRISTIANA
(syllabus)
COURSE LEARNING OBJECTIVES AND ACTIVITIES:
(reference books)
Students will be able to: • To comprehensively examine the most significant views regarding the legal framework of the international development law in the past and current international debate as well as in the international practice, in particular concerning IOs. • To be updated on lessons learned and good practices in terms of international development cooperation frameworks and related challenges, in particular in relation to the new 2030 Sustainable Development Agenda scenario (encompassing the environmental vision) and other programmatic and strategic documents concerning emergency/conflicts. • To have an in depth understanding of the crucial role played by institutional and non-state actors in the international development law framework. • To get focused on contemporary political, economic, social, cultural and environmental issues through the awareness of the pivotal role, played particularly by BRICs and Developing Countries, thanks to the study of ad hoc policy documents. • The students will develop an inquiring thinking, thanks to a variety of learning activities in class, such as essay questions, oral presentations, writing assignments, reports, case studies, guest speakers, so to have a real and tangible understanding of how international development cooperation theories at large are put into practice by States, International Organizations (IOs), non-state actors, such as NGO’s, and other key players. CONTENT: PART I – Introduction and description of the Course; the UN framework: past vs. future international development cooperation Topic: Preliminary basics of the International development cooperation Conceptual framework of the International development cooperation Operational mechanisms and procedures The right to development and international cooperation Topic: Key-elements of the right to development Economic, sustainable and social factors at the core of the human development concept: theoretical and practical approach International actors: donors and partners; IOs; the role of the United Nations within the international cooperative framework From MDGs to SDGs (including environmental and emergency-humanitarian cooperation) Approaching to the 2015 time limit and beyond: the new era of the post-2015/2030 Development Agenda PART II – The financial/trade development cooperation Topic: The International financial and trade development cooperation The role and action of the World Bank Group and related development cooperation mechanisms and models The financial cooperation of the International Monetary Fund Topic: Trade Law and development cooperation principles The basics of WTO: principles and rules to create and perform International development cooperation practices Comprehensive overview about international financial and trade development cooperation actors and models PART III – The regional dimension, the non-institutional approach of the international development cooperation Topic: The regional dimension of the development cooperation (including environmental and emergency-humanitarian cooperation) Historical, legal and practical features of the development partnership between EEC/EU and the African and Mediterranean Countries The European development model cycle: analysis and implementation in a comparative perspective Topic: The non-state actors of the international development cooperation NGOs: private profile, global action The business and the International development cooperation: rethinking the way for best actions Corporate Social Responsibility and human rights protection in the view of development cooperation The environmental/climate issues in the international negotiations and multi-level cooperation strategies; focus on the right to water PART IV – Case studies: Italy Topic: The Italian development cooperation framework; case studies (environment/climate; humanitarian/emergency cooperation) Lessons from the past for a new legal and institutional framework of the Italian development cooperation REQUIRED READINGS:
1) UNDP, Human Development Annual Report 2010/2011/2013/2014/2015/2020/2021-2022 (http://hdr.undp.org/) - Global Sustainable Development Report 2016/2019/2023; 2022 Special Report on Human Security 2022 free choice of one Report (including the 2024 forthcoming edition) 2) 2010, Rumu Sarkar, International Development Law. Rule of Law, Human Rights, and Global Finance, Oxford University Press, chapters 2 and 4, http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780195398281.001.0001/acprof-9780195398281 3) Articles listed by Journal/Review (one choice) free access to Journals/Reviews on www. sba.uniroma3.it (for the complete list, please refer to the Syllabus/website of Professor Carletti - gradually updated). Students should inform about their choice after the mid-term exam. Students are also required to attend to the following webinars for a total amount of 6 hours and to draft a summary of 3 pages maximum: https://hlpf.un.org/2023 https://hlpf.un.org/2023/vnr-labs / https://hlpf.un.org/2023/other-events (also including the forthcoming 2024 session) |
9 | IUS/13 | 54 | - | - | - | Core compulsory activities | ENG | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
21810491 -
INTERNATIONAL POLITICS
(objectives)
This course aims to offer students a deeper knowledge of the main issues surrounding international politics, while also providing them with the tools necessary to analyze these issues. It introduces the main ideas, theories and concepts of international relations which have evolved during and since the end of the Cold War. To build on this core knowledge, key issues and themes in international politics are analyzed with a focus on patterns and phenomena which are characterizing the current international order and its transformation. Furthermore, students are encouraged to reflect independently on these theories by focusing on their own research for the mid-term paper on diverse geographic areas and periods of time.
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HUBER DANIELA VERENA
(syllabus)
This course provides an in-depth study of fundamental dynamics in international politics. Following an introduction on the history and historiography of IR, the course gives an overview on the main theories of international relations: from realism, institutionalism, and liberalism, through the English school and constructivism, to critical, feminist, post-structuralist, and post-colonial theory. Other approaches to IR - International Political Economy (IPE, including from a green perspective) and Foreign Policy Analysis (FPA) - are also introduced. The theories are applied in class through methods of deep learning and reflected upon in two in-class debates. The first debate focuses on cooperation and competition in international politics; the second on dynamics in a multipolar and multiplex world.
(reference books)
The internalization and applications of these theories is further supported through three modules. The first module on movies and international relations focuses on how films perform and influence our understanding of international politics. Students can choose among a list of movies to watch and write a short narrative analysis paper of two movies. The second module on methodologies in IR introduces key methodological approaches in the discipline and showcases their uses with examples of research. The third module on emerging topics in IR focuses on key topics in international politics analyzed through IR theories. The course is designed to accommodate both students for whom IR theories are new, as well as those who have already taken an IR course. In this respect, it combines frontal lectures on theories and approaches supported through manuals, didactic methodologies of deep learning used in class, as well as student presentations on key readings in IR which gives students the possibility to directly engage with paradigmatic readings and deepen their understanding of them. 7. Required textbooks:
• Textbook 1: Dunne, Tim, Milya Kurki, and Steve Smith (eds), International Relations Theories. Discipline and Diversity. Oxford: Oxford University Press (4th edition, 2016) • Textbook 2: Georg Sørensen, Jørgen Møller, Robert Jackson (eds.), Introduction to International Relations: Theories and Approaches. Oxford: Oxford University Press (8th edition, 2021). 8. Bibliography: Aggestam, Karin, Annika Bergman Rosamond, and Annica Kronsell. 2019. “Theorising Feminist Foreign Policy.” International Relations 33:1, 23–39. Capan, Zeynep Gulsah. 2017. “Decolonising International Relations?” Third World Quarterly, 38:1, 1–15. Cox, Robert. 1983. Gramsci, Hegemony and International Relations: An Essay in Method, Millennium, 12:2. Fraser, Nancy. 2007. “Re-Framing Justice in a Globalizing World.” In (Mis)Recognition, Social Inequality and Social Justice. Krasner, Stephen D. 1982. “Structural causes and regime consequences: regimes as intervening variables”, International Organization, 36:02, 185-205. Linklater, Andrew. 2010. “The English School Conception of International Society: Reflections on Western and non-Western Perspectives”, Ritsumeikan Annual Review of International Studies, 9, 1-13. Malksoo, Maria. 2012. “The challenge of liminality for International Relations theory,” Review of International Studies, 38:2. Manners, Ian. 2023. “Arrival of Normative Power in Planetary Politics.” Journal of Common Market Studies. Moravcsik, Andrew. 1997. “Taking Preferences Seriously: A Liberal Theory of International Politics,” International Organization 51:4, 513–53. Morgenthau, Hans. 1948. “Politics Among Nations: The Struggle for Power and Peace”, McGraw-Hill, Chapter 1. Richter-Montpetit, Melanie. 2018. “Everything You Always Wanted to Know about Sex (in IR) But Were Afraid to Ask: The ‘Queer Turn’ in International Relations,” Millennium 46:2, 220–40. Waltz, Kenneth M. 1979. “Theory of International Politics”, Waveland Press, Chapters 5-6. Wendt, Alexander. 1992. “Anarchy is What States Make of It: the Social Construction of Power Politics” in International Organization, 46:2, pp. 391-425. |
9 | SPS/04 | 54 | - | - | - | Core compulsory activities | ENG | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
21810492 -
THE UNITED STATES AND THE WORLD IN THE 20TH AND 21ST CENTURIES
(objectives)
The 20th century has been labeled as "the American century," while the beginning of the 21st is identified as a time of decline for the United States. Is American governance still functioning within and what weight does the United States carry on a global level? The course provides an analysis of the emergence of the country as a world power throughout the 20th century, up to the presidency of Obama, within the framework of the new methodological approach of transnational history. The exceptionalist model no longer applies and American history is in need of revision. Students will therefore deal with the major issues of domestic policy while analyzing the new role the United States has come to play in the past few decades globally. The goal of the course is to provide students both with a general methodology for the study of the United States in a global sphere and an understanding of American politics and society in the past century.
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FIORENTINO DANIELE
(syllabus)
The course aims at providing students with a critical thinking on the United States in the last hundred years and of the contemporary world as seen from the American perspective. International studies today entail a good understanding of American culture and history: both because of the nation’s role worldwide and because the new methodologies in cultural and transnational studies developed in the United States, especially in the second half of the 20th century. Therefore, by the end of the course, students will be knowledgeable about the major aspects of U.S. history in the last 150 years both at the domestic and international level. Moreover, they will acquire an understanding of the major methodologies used by American scholars to study their country in transnational and international perspective.
(reference books)
CONTENT: PART I – Introduction, methodologies and major issues. Weeks 1-2 Introduction and description of the course: methodological issues and new approaches to U.S. History. From exceptionalism to transnational history. The foundations of American democracy: the Constitution and its current value. Universal values and their domestic implementation. Understanding the United States political system: the government and its branches, parties and elections Weeks 3-4 The Americanisation of the world and American new transnationalism. The United States and the world: isolationism and internationalism in historical perspective. The American century: from the Spanish-American War to 9/11. World War I, the United States’ rise to global power. Rooseveltian or Wilsonian century? The Progressive legacy: Reform and the role of the State in the age of empires and totalitarian states. American Soft Power and mass society. Booms, busts and reforms. The New Deal. Week 5 The 2024 elections, in-class analysis and discussion Mid-Term in the second week of November, and two days’ recess PART II The United States’ rise to world power Week 6 The coming of WWII and its immediate aftermath. Part of this week’s classes will be dedicated to the discussion of the Mid-Term elections of Congress and its repercussion on American international positioning. The first decade of the Cold War: American domestic policy and economic transformation Week 7 Democracy, liberalism and the world. American civil rights and human rights in the world. From the struggle on civil rights to the students’ revolts and Vietnam. Weeks 8 The crisis of the American model. The 1960s and 1970s. The end of the Cold War: what role for the United States? PART III A short American Century? Weeks 9-10 Reagan, the implosion of the Soviet Union and the new relations with Europe and Asia. A Post-Cold War World: The Unilateral Moment. The beginning of the 21st century and the new world’s balance of power. 9/11, the Wars in Afghanistan and Iraq and the absence of an American Grand Design. The perils for democracy New challenges, renewed wars and the new interpretations of American history and its global role. Preliminary and Introductory reading : “Every national election presents a unique opportunity for Americans to reexamine and affirm their shared democratic values, norms, and laws. The country is currently in a period of shifting demographics and technology change that is altering the policy landscape.” (“Elections & Democracy,” Consult the Brookings Institution Site in preparation for the class discussions that we will hold in the course of the Semester: https://www.brookings.edu/projects/election-24-issues-at-stake/elections-democracy/
Robert W. Rydell and Rob Kroes, Buffalo Bill in Bologna: The Americanization of the World, 1869-1922, (Chicago: University of Chicago Press, 2005). Available online in the University Discovery Web pages. Daniel Rogers, "Improvising the New Deal" in Franklin D. Roosevelt: Road to the New Deal, 1882-1939, University of Illinois Press, 2015, pp. 131-157. Available online in the University Discovery Web pages. Wendy Wall, The New Deal, Oxford Research Encyclopaedia of American History, 2016. Open access in the Web One of the following two volumes: Joshua Freeman, American Empire: The Rise of a Global Power, the Democratic Revolution at Home, 1945-2000, New York, Penguin, 2013. Salim Yaqub, Winds of Hope, Storms of Discord. The United States since 1945, Cambridge, Cambridge University Press, 2022. The Constitution of the United States of America. Any edition. You are expected to learn the basics of the American Institutional Establishment |
9 | SPS/05 | 54 | - | - | - | Core compulsory activities | ENG | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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21810490 -
INTERNATIONAL HISTORY OF PEACE
(objectives)
For centuries mankind has longed for peace and for peaceful solutions to conflicts, but only in the last centuries peace has been perceived as an achievable political aim: this way the idea of war abolition has become conceivable; associations devoted to peace (and pacifism as a sort of peace party) emerged, along with the development of international organizations aimed at banning war and promoting peace-keeping operations. The course gives a historical introduction to the peace issue as one of the nodal points in contemporary politics up to the beginning of the 21st Century. It is devoted to the international history of peace ideas, peace movements, and peace institutions.
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DI DONATO MICHELE
(syllabus)
For centuries humankind has desired peace and a peaceful resolution of conflicts; only in the last few centuries peace has been perceived as an attainable political objective. In this way, the idea of the abolition of war became conceivable, associations dedicated to peace arose (and pacifism was also considered as a kind of peace party) and international organisations were founded, with the aim of banning war and promoting peacekeeping operations.
(reference books)
The course offers a historical introduction to the theme of peace as one of the focal points of contemporary politics until the beginning of the 21st century. It is dedicated to the international history of peace ideas, peace movements and peace institutions. The course aims to encourage students to think critically on the theme of war/peace in history, focusing on past centuries, but with an introduction to why, during Antiquity, the Middle Ages and the beginning of the modern age, the desire for peace and the rejection of war never became a political objective. By the end of the course, students will be able to better comprehend the main aspects of the peace/war debate and the importance and limitations of peace movements and peace institutions in the contemporary world. Furthermore, they will acquire an understanding of the main interpretations and methodologies proposed and used by scholars to analyze the history of peace. The course is taught in English. MAIN SUBJECTS: 1. The concept of peace; 2. Peace and historical research; 3. Antiquity: Ancient Eastern Civilizations, War and peace in the Bible, Ancient Greece, Rome. The Christian Tradition; 4. The Middle Ages: Islam, Christianity and holy war; the ‘just war’ theory; 5. The refusal of war: Christian approaches; 6. The refusal of war in the age of absolute Monarchies; 7. Enlightenment and peace projects; Rousseau; Kant; Revolutionary war and the birth of the ‘friends of peace’; 8. Conservatism, liberalism, radicalism, socialism and the peace issue; Moderates and radicals inside peace societies; 9. The age of militarism and pacifism (1870-1914); 10. The failure of peace and a new pacifism (1914-1918); 11. ‘No More Wars’ (1914-1931): Wilsonianism and the League of Nations; Gandhi and nonviolence; 12. Pacifism and Totalitarianism (1931-1945); 13. Peace and world federalism in the age of the Cold War; 14. Peace and Protest (1954-1978); 15. The Peacekeeping Years (1989-2001) REQUIRED READINGS:
- David Cortright, Peace: A History of Movements and Ideas (Cambridge: Cambridge University Press, 2004). - Michael Howard, War and the Liberal Conscience (London: Temple Smith, 1978) (or any later edition). - Assigned readings (on Moodle) REQUIRED WORK FOR NOT ATTENDING STUDENTS (ONLY FOR INTERNATIONAL RELATIONS STUDENTS) • In English: 1. David Cortright, Peace: A History of Movements and Ideas (Cambridge: Cambridge University Press, 2004). 2. Michael Howard, War and the Liberal Conscience (London: Temple Smith, 1978) (or any later edition). 3. One book chosen among the recommended readings (the list will be available on Moodle) 4. Another book chosen among the recommended readings (the list will be available on Moodle) |
9 | M-STO/04 | 54 | - | - | - | Core compulsory activities | ENG | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
21810511 -
INTERNATIONAL MACROECONOMICS
(objectives)
The course aims to provide a comprehensive background in macroeconomics, building on a mainstream macroeconomic model for the analysis of both business cycle and growth in closed and open economies. The analytical tools developed in the course allow students to understand questions at the core of the current economic and policy debates, from the unfolding of major economic crises, to cyclical fluctuations and the role of stabilization policies, to the challenges for growth.
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9 | SECS-P/01 | 54 | - | - | - | Core compulsory activities | ENG | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
21810512 -
THE INTERNATIONAL SYSTEM AFTER THE END OF THE COLD WAR
(objectives)
The recent history of the international system is undoubtedly marked by the end of bi-polarism, which has been regarded as the single most important event in the second half of the 20th century. This “transformational moment”, however, is questioned by a number of historiographical approaches emphasizing the importance of long term trends to understand a number of current events. The course will investigate the evolution of international relations since the end of the cold war by comparing these explicative paradigms. On the one hand, it will look at some of the most distinctive features of the post Cold War era, inlcuding the crises of the 1990s, the emergence of the United States as a hegemonic power, and the consequences of the terrorist attacks of 9/11 and of the 2003 Iraq war on the American ability to preserve its supremacy. On the other, it will discuss different conceptual and chronological frameworks to present the evolution of the international system from more complex perspectives, by looking at long term phenomena such as the return of China to a great power role or the discontinuity introduced in the international system by the Neo-liberal approach since the 1970s.
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9 | SPS/06 | 54 | - | - | - | Core compulsory activities | ENG | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
21810513 -
THEORY OF HUMAN RIGHTS
(objectives)
Not without difficulties, various attempts are made to turn human rights into an indispensable point of reference for the evaluation of both the moral and the juridical legitimacy of the global political and economic order. However, unresolved theoretical issues regarding the justification and conceptualization of human rights challenge our comprehension of the matter. The course belongs to the disciplinary domain of political philosophy. Its general purpose is twofold: on the one hand, it sheds light on the ongoing philosophical debates on the unresolved theoretical issues surrounding the notion of human rights; on the other hand, it provides knowledge of how contemporary political philosophy deals with human rights. In particular, the course seeks to secure understanding of the ties between human rights, social justice, and liberal-democracy through the “theory of recognition” by Axel Honneth and the critical revision of “political liberalism” by Alessandro Ferrara. During the course, students will be required to read texts, discuss their content, and develop personal opinions as a means to critically exercise their learning and communication skills.
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MAIOLO FRANCESCO
(syllabus)
CONTENT OF THE PROGRAMME -
(reference books)
- Human rights in the philosophical perspective: ontology and epistemology in the theory of human rights - Freedom, justice as fairness and the ethics of democratic discourse: Rawls, Habermas and the challenges of postmodern critique - Conceptions of autonomy and vulnerability in Honneth - The psychological foundation of fundamental rights' fruition – The Hegelian roots of the struggles for recognition: the social "fabric of justice" and the moral grammar of social conflicts - The right to freedom and the social foundation of democratic ethical life - The reasons for the existence of legal and moral freedom and their pathologies respectively - Social freedom and the three registers of the ‘We’ of personal relationships - Recognition and and free market: the sphere of consumption, the labour market and environmental sustainability - Democracy and fundamental rights: the open society and pluralism 1) HONNETH, Axel, "Freedom’s Right. The Social Foundations of Democratic Life", translated by J. Ganahl, Polity Press, Cambridge 2014 (ISBN-13: 978-0-7456-6943-4)
2) HONNETH, Axel, ANDERSON, Joel., "Autonomy, Vulnerability, Recognition and Justice" (2005) (the article in question is available at the section FILES of the Team THEORY OF HUMAN RIGHTS 2024/2025 on the platform MICROSOFT TEAMS). In the case of difficulties in accessing the platform Teams please promptly contact the teacher. 3) Extra-reading materials will be supplemented in class for students whose attendance is mandatory. |
9 | SPS/01 | 54 | - | - | - | Core compulsory activities | ENG | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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21810526 -
FINAL THESIS
(objectives)
Writing a final thesis at the university helps students achieve the following learning objectives:
• In-depth knowledge: Develop expertise in their research area. • Research skills: Gain proficiency in conducting independent research and data analysis. • Problem-solving: Tackle complex research questions and develop problem-solving abilities. • Communication skills: Enhance written and oral communication skills. • Time management: Learn effective time management and organizational skills. • Independent learning: Foster autonomy and self-motivation. • Critical thinking: Enhance analytical and critical thinking abilities. • Ethical considerations: Understand and adhere to ethical guidelines in research. • Presentation and defense skills: Improve presentation and public speaking abilities. • Contribution to knowledge: Make a meaningful contribution to the field of study. |
18 | 450 | - | - | - | Final examination and foreign language test | ENG |