Module Information
Course Delivery
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Prevention Presentation Small-Group presentation 45 Minutes | 50% |
| Semester Assessment | Practitioner Report Written report 2500 Words | 50% |
| Supplementary Assessment | Practitioner Report Written report 2500 Words | 50% |
| Supplementary Assessment | Prevention Porfolio Portfolio of written work 4000 Words | 50% |
Learning Outcomes
On successful completion of this module students should be able to:
Distinguish between atrocity crimes, referring to key legislation and the defining and enforcing, international authoritative bodies.
Assess the roles and responsibilities which the fields of law, criminal justice and criminology can and/or should take in understanding and preventing atrocities.
Explain the conditions, psychology and behaviours commonly observed in relation to atrocity perpetrators and enablers
Explain the process, methods and impacts by which populations in atrocities are directly and indirectly persecuted, including primary and secondary victims.
Evaluate and apply the fundamentals of peace promotion, including the principals of decision making and atrocity prevention models
Explain the abilities and responsibilities of governmental and non-governmental actors involved for transitional justice in atrocity- jeopardised areas.
Define the powers, methods and standards of individual professions and group organisations required to perform atrocity investigations.
Develop understanding and skillsets around communicating and collaborating in groups, tasked with addressing volatile, sensitive and complex issues.
Brief description
This module examines the events, actions and legislation which help explain and define atrocity crimes. With an emphasis on preventative models, strategies and tactics, this module seeks to develop students’ knowledge and activist skillsets. By critically examining the historic and contemporary role of criminology in conceptualising genocide, the module explores how the field may uniquely and responsibly serve to understand and prevent atrocities. In turn, the module examines the processes, groups and roles involved with transitional justice, atrocity investigations, and criminal trials. Throughout the course, students will use the information and tools acquired to assess past and present atrocities and are encouraged to draw from personal knowledge, skills and experiences to share perspectives and materials which might be inaccessible to others. Ultimately, students will be expected to devise pragmatic means of atrocity research and intervention, particularly with regard to law, criminal justice and criminology.
Content
This module will include a combination of teaching methods, primarily consisting of lectures and seminars, delivered over the course of 11 sessions, totalling 22 hours (not including added seminars for student assessments). In some instances, lectures may be pre-recoded, with students instructed to watch before a seminar to facilitate discussions. On other occasions, lectures will be delivered in person. During the latter sessions of the module, a third hour will also be run, in the form of a seminar. This will be provided to complete a crisis simulation, for students to prepare a report, consisting of a written decision log and 45 minute presentation (45min), on their analysis and suggestions relating to the mock event.
Module Skills
| Skills Type | Skills details |
|---|---|
| Adaptability and resilience | Students must demonstrate abilities to adjust their behaviour, thinking and responses to dynamic situations and uncertain conditions, in manners which (would) allow individuals, groups and/or systems to remain disciplined, pragmatic and effective. |
| Co-ordinating with others | Students will need to demonstrate their ability to professionally cooperate, debate and participate with peers, in class and on group assignments, in order to hold constructive and intellectual conversations, achieve objectives and build rapport. |
| Creative Problem Solving | Through in class discussions and application-focused assignments, students must identify and innovative hypothetical atrocity prevention strategies and tactics though divergent and convergent thinking. |
| Critical and analytical thinking | Throughout the module, students must engage with complex and controversial topics, often drawing from a range of primary, secondary and tertiary sources. As such, students must show an ability to form reasoned judgments and conclusions, by logically and objectively processing and evaluating information and/or messages, with recognition of any context, assumptions or biases. |
| Professional communication | This module will require and encourage exchanging ideas, opinions and information on complex and controversial subjects. In their discussions and presentations, therefore, students must communicate (verbally or otherwise) in a respectful and educated manner. |
| Real world sense | Students must demonstrate their commitment to remaining informed on real world events, through regular and critical engagement with and assessment of diverse information and sources to make responsible judgements and decisions. |
| Reflection | Consistent with the module’s underlying pedagogy and philosophy, students will be expected to introspect throughout the course, in order to assess and appreciate their qualities, situations and roles as a propitious individual and citizen of the world. |
Notes
This module is at CQFW Level 7