The Political Engagement

Activity Student Guide

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 CONTENTS

INTRODUCTION TO THE POLITICAL ENGAGEMENT ACTIVITY…………………………………...3

COMPONENT 1: ENGAGEMENT ………………………………………………………………………..4

COMPONENT 2: COMPLEMENTARY RESEARCH …………….………………………………….….7

COMPONENT 3: THE WRITTEN REPORT …………………………………………………….……….9

ETHICAL GUIDELINES ………………………………….………………………………….…………….10

TIMELINE FOR ENGAGEMENT ACTIVITY COMPLETION…………………………………………..11

ASSESSMENT CRITERIA …………………………………………………………………………….12-14

Course Content Covered ……………..……………………………………………………………….15-20

Key Concepts…………………………………………………………………………………………...21-23

Levels of Analysis………………………………………………………………………………………….24

Example of Completed Engagement Activity with Grades and Comments………………………25-32

Engagement Activity Proposal Form………………………………………………………………….33-35

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 INTRODUCTION TO THE POLITICAL ENGAGEMENT ACTIVITY

What is the point?

To quote directly from the IB, ‘the engagement activity provides students an opportunity to explore the central
unifying theme of the course – people, power and politics – in practice and outside of the classroom. In the
course of their engagement activity, students may, for example, learn about the local manifestations of a global
issue, engage with primary sources and experience the dynamics and consequences of decision making on
individuals and communities’.

Why is this important?

This Engagement Activity is worth 25% of your final grade SL and 20% at HL. So, given that it makes up a
significant chunk of your final grade, it is worth taking this seriously.

What is the emphasis of the EA?

Again, from the IB, ‘although the emphasis of the task is on active engagement rather than primarily on
research, it is expected that students make use of the key concepts, theories and ideas they are learning in the
classroom and undertake further reading to inform their planning and actions, and their discussion of the
political issue raised in their activities. In brief, the task aims at active and reflective engagement’.

What are the components of the EA?

There are three components that make up the EA:

1. Engagement

2. Complementary Research

3. Written Report.

The written report is the element that is assessed but you will need to complete all components in order to be
successful.

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 COMPONENT 1: ENGAGEMENT
So, how to go about selecting an appropriate engagement?

The first step is to identify a clear political issue that can be explored through engagement. You should also
have an interest in the issue you choose.

The IB point out that ‘the political issue should be authentically embedded in the engagement and students’
role in the engagement should be such that they truly learn about this political issue through what they DO’

Confused? Let’s take an example. Imagine you choose to engage in a beach cleanup. This would be
considered apolitical and any political issues are likely to be artificially or remotely connected to the activity.
This is highly unlikely to help you hit the high mark bands you will be going for. So, how to make it political?
Well, if you suggested organizing an awareness raising campaign for beach cleanups (including actually
cleaning up a beach), then there are many political issues authentically (there’s that word, again) embedded in
the engagement e.g. comparison of the opportunities for and limitations of citizen activism vs. governmental
responsibility. Furthermore, through selecting campaign means, discussing these with the local council,
executing the campaign and organizing activities on the ground, you learn about your selected political issue
first hand!

Once you have chosen an engagement you should have me sign off on it to check it is suitable. Before
doing so, you should be able to answer YES to the following questions:

• Does the engagement allow me to experience the dynamics of real world politics and do so in a
participatory way?

• Do the political issues focused upon affect a community or a society in which I have some
stake and experience in?

• Does the engagement involve contact with others who are also interested, or have a stake in,
the political issue?

BECAUSE OF THE RISK OF BIAS, YOUR ENGAGEMENT MAY NOT CONSIST OF

ONLY INTERVIEWING ONE PERSON

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Some examples:

Hopefully, by now, you are a little less confused. Here are some examples of the kinds of
engagements and political issues embedded in them that are likely to lend themselves well to
meaningful and successful engagement activities in global politics. Remember, these are only
examples and you should choose your own topics, taking into account the unique context of
your home culture.

ENGAGEMENT POLITICAL ISSUE

• Attendance at the full meeting of a city council, How does the nature of democracy impact upon
followed by interviews with two of its female representation of women in politics?
councilors

• Campaigning with a city councilor in support of

a female candidate running for the national
parliament

• Attendance at a conference to hear a speech by a

female member of parliament opposed to quotas
for women in politics

• Participation in a group discussion with a female

government minister

• Preparation and performance of street theatre on the

How legitimate and effective are the strategies
theme of women’s rights in country A for NGO B employed by NGOs in improving women’s
• Interviews with women from country A involved in rights in country A compared to the legitimacy
NGO B’s work and effectiveness of an outside military
intervention?

• Three week stay and work at a ‘voluntarism’ school

in country C
What are the impacts of ‘voluntarism’ on the
local and national development of country C?
• Interviews with the school’s representatives and other
local stakeholders

• Discussions with students and parents

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• Participation in a Q&A session at the international
criminal courts D and E
What are the strengths and weaknesses of
international law, when applied to personal
• Observation of a trial against a war criminal at court D
responsibility for war crimes and crimes against
• Preparation and participation in a mock war crime trial humanity?
in the role of prosecutor

• Investigation into the value chain of select three

products in a local store; a locally sourced vegetable, a
How do processes of global politics influence
nationally sourced drink and an internationally sourced where the products we need in daily life come
toy, including interviews with the store purchasing
manager, the local farmer selling the vegetable, the drink from and how are they made?
company and an NGO working with consumer awareness
issues

LOOK AT THE QUESTIONS ABOVE:

 NOTE THAT THEY ARE SHARPLY FOCUSED ON THE KEY CONCEPTS (SEE PAGE 20)

 NOTE THAT THE QUESTIONS CAN ALSO BE ANALYZED AT DIFFERENT LEVELS OF

ANALYSIS OR THROUGH DIFFERENT PERSPECTIVES (SEE PAGE 23 FOR THE LEVELS OF
ANALYSIS)

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 COMPONENT 2: COMPLEMENTARY RESEARCH

Complementary research is one of the required elements for success in the EA IA. According to the IB,

‘the role of research in the engagement activity is to complement what students learn through their
engagement, including their own evolving beliefs and perspectives’

You may find it useful to think about the research by asking the question ‘in addition to the experiential
learning you gain and on which you critically reflect, what else do you need to know and understand to be able
to write a good, evaluative analysis of their selected political issue?’

Points to consider when planning and carrying out complementary research:

Very often, background information on actors, organizations, events etc. is required in order to
understand the context in which the engagement takes place.

Additional reading enables you to establish links between your chosen activities, political issue and the
key concepts, theories and ideas studied so far in the course.

The perspectives you gain through your engagement are partial and limited. Research is therefore
required to establish which other perspectives on the political issue and organization(s) with which you have
been engaging are possible, as well as what the strengths and weaknesses of the various perspectives are.

Complementary research may be based on primary or secondary material, although the emphasis is
likely to be on secondary sources, as any primary research is likely to be part of the engagement itself.

During your experiential learning (the engagement), you may collect items such as photos, responses to
questionnaires and extracts from interviews. It is expected that you will include in-text citations or references
and a bibliography, all of which must be structured in recognized academic format. Primary sources
significant to your discussion should be included in an appendix, where appropriate.

Remember, the main focus of the task is on active engagement rather than the type extensive research you
conduct for, say, your extended essay. The role of the research is to enhance your understanding of the
political issue raised by your engagement and to help you answer questions that emerge as a result of your
planning actions and discussion.

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Engagement Activity Workflow

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 COMPONENT 3: THE WRITTEN REPORT
IT IS IMPORTANT TO REMEMBER THAT THE WRITTEN REPORT IS THE PIECE YOU WILL
ACTUALLY SUBMIT AND THAT WILL BE ASSESSED.

As with many other larger writing projects (such as your EE), it is useful to formulate a question, tightly
linked to the political issue, which you will then attempt to answer through your experiences and reading.
Obviously, you are able to refine this question throughout the engagement activity process.

Your report must be no more than 2,000 words in length (but anything substantially below this is unlikely to
meet the criteria for success).

Some points to consider:

• Your report must identify a political issue that you decided to explore through the engagement
and it must explain the reasons why you wanted to get engaged with this specific engagement and issue.
• If your engagement is large and multifaceted – perhaps it consists of several activities or you carried out
several roles over the course of the engagement – then you must focus your report on aspects of the
engagement that are most relevant for your treatment of the political issue.
• You should be careful that your report does not simply describe, at length, what you did during your
engagement. Instead, the key aspect about the engagement in the report should be what it taught you
about your selected political issue.
• You must synthesize your insights and evaluate the political issue from multiple perspectives (this could
be Levels of Analysis or different perspectives of groups/individuals.

Structure and Word count:

The IB does not require you to follow a set format or required structure for your report. However, it is
important that you note the following from the Global Politics Subject Guide – ‘it is expected that the report is
a structured piece of well-presented writing’.

As mentioned above, the word count is 2,000 words. However, the following are not included in the word
count:
• Acknowledgements
• Contents page
• Tables of statistical data
• Diagrams or figures
• Equations, formulae and calculations
• Citations (must, if used, be in the main body of the work) – you should note that a citation is a
shorthand method of making a reference in the body of the report, which is then linked to the full
reference in the bibliography
• References (if used, these must be in the footnotes/endnotes) – you should note that footnotes/endnotes
must be used for references only. Definitions of terms and quotations, if used, must be in the body of
the work and ARE included in the word count
• Bibliography
• Appendices

ETHICAL GUIDELINES FOR THE POLITICAL ENGAGEMENT ACTIVITY

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 This section is taken directly from the IB Subject Guide for Global Politics and applies to ALL students involved in a
Political Engagement Activity.

Students must adhere to the following global politics course ethical guidelines when undertaking their
engagement activity. They must show tack and sensitivity, respect confidentiality and acknowledge all
sources used

• Students and teachers must exercise judgment on which engagements may be suitable. This will vary
from one location to another. Under no conditions must the safety of the student or any other
participants in the activities be compromised
• Any data collected must be kept in a confidential and responsible manner and not divulged to any
other person
• Any activity that involves deception, involuntary participation or invasion of privacy, including the
inappropriate use of information and communication technology (ICT), email and the internet, must be
avoided.
• Young children should not be used as participants. Interviews involving children need the written
consent of parents/guardians and students must ensure parents are fully informed about the nature of
the activity. Where an activity is conducted with children in a school, the consent of teachers must
also be obtained
• Students must avoid conducting research with any adult who is not in a fit state of mind and cannot
respond freely and independently
• Any activity which creates stress, pain or discomfort for participants must not be permitted
• Participants and interviewees must be debriefed and given the right to withdraw their own personal
data and responses. Anonymity for each participant must be guaranteed, expect for interviewees in an
elected or appointed government role or formal non-state actor role
• Acknowledging that some interviewees may not be in a position to or may not choose to respond to
questions freely and independently, students should, when suspecting this to be the case,
complement their primary research with other opinions
• Using relatives as a source in the engagement activity is not advisable, but if students should choose
to do so, this must be declared
• Teachers and students should exercise sensitivity to local and international cultures
• Students must not falsify or make up data

STUDENTS FOUND TO HAVE CARRIED OUT UNETHICAL WORK WILL BE AWARDED

NO MARKS FOR THE POLITICAL ENGAGEMENT ACTIVITY COMPONENT OF THE
COURSE.

Timeline for Engagement Activity Completion.

Date Event
October 31st Fill in proposal form and submit to me for approval.

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(B)/November 1st (A) Turn in a rough draft timeline of when your engagement
components will be completed along with your proposal
(Must be completed by December 16th or recieve prior
approval to complete at a later date
December 9th Rough Draft: Part A (Identification/Justification) and
(A)/December 10th (B) Part B (Explanation)
November 1st – Complete engagement activities and research.
December 16th
December 16th Annotated Bibliography with supplementary research
(A)/December 17th (B) due (Should have 3-5 sources)
Week of January 6th Revisions-Part A and Part B
and January 13th Work on Drafts for Part 3(Analysis) / Peer edit and correct
Week of January 20th Revisions Part 3(analysis) and work on part 4 (Synthesis
and January 27th and evaluation; peer edit and correct

Week of February 3rd Students should compile complete first draft (including
appendecies, bibliography etc...) and turn in for teacher
feedback by end of week

Week of February 17th Final Drafts due to teacher/IB Coordinator (1 paper and 1
electronic copy)

THE ASSESSMENT CRITERIA FOR THE EA WRITTEN REPORT

This is the assessment criteria that your teacher will use to mark the written report so it is
important that you familiarize yourself with it. If you do not understand anything then talk to
your teacher to clarify any misunderstanding. You will be assessed according to four different
criteria. The questions in red are the questions the person reading your report will be trying to
answer and the level descriptors will guide them in allocating marks accordingly.

CRITERION A: IDENTIFICATION OF ISSUE AND JUSTIFICATION (4 MARKS)

• Is the political issue explored through the engagement identified?

• Is there a clear explanation of why this particular engagement and political issue are of interest to the student?

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 • Is
there a
clear
link

between the engagement and political issue on one hand and course content on the other hand?

CRITERION B: EXPLANATION OF THE ENGAGEMENT (4 MARKS)

• Is the description of the engagement and of what the student actually did clear and relevant for their chosen political
issue?
• Is
there a
clear

explanation of the ways in which the student’s experiences informed his or her understanding of the political issue?

CRITERION C: ANALYSIS OF ISSUE (6 MARKS)

• To what extent does the student analyse the political issue?

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 • To
what

extent does the student justify his or her main points?

CRITERION D: SYNTHESIS AND EVALUATION (6 MARKS)

• To
what

extent does the student synthesize his or her experiences and research in the discussion of the political issue?
• To what extent does the student show evidence of evaluation, underpinned by his or her experiences and adequate
research, to allow multiple perspectives on the political issue?

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 CRITERION A: IDENTIFICATION OF ISSUE AND JUSTIFICATION (4 MARKS)

This assessment criterion looks at the degree to which the student can explain why they participated in the activity in
the first place. The key here is to explain WHY the activity helped them to explore the political issue that they
chose.

NOTE: There is no need for students to explain how the activity helped them to build other skills such as
teamwork or leadership skills — There is no reward on the markscheme for doing anything like this.

CRITERION B: EXPLANATION OF THE ENGAGEMENT (4 MARKS)

This assessment criterion focuses on how well the student identified and explained their engagements. It seeks to
explain the reasons why the activity was chosen, including why it was suitable for exploring and analyzing. Students
will also need to explain the ways in which the activity has helped the student understand key concepts and learning
outcomes that relate to the chosen political issue.

CRITERION C: ANALYSIS OF ISSUE (6 MARKS)

This assessment criterion focuses on the analysis of the political issue drawing on everything that you’ve learned in
Global Politics. Within this section the student will focus on answering the question, “To what extent.”

The student will need to support all of their claims that they make in the analysis. They will answer the question,
“how do you use evidence to support your claims?”

They will demonstrate:

logical and organized thinking
Examples from coursework and experience
Using examples that were researched in the EA

CRITERION D: SYNTHESIS AND EVALUATION (6 MARKS)

This assessment criterion focuses on the evaluation of the student experiences using theoretical perspectives to
generate a new understanding of the issue. They will use a diverse set of evidence and counterclaims to the
arguments.

RESOURCES: IGO/NGO and Political Organizations in the St. Louis Area

1) International Institute of St. Louis: Assists foreign born individuals in resettlement, buisnesss startup and
community engagement
2) Immigrant Service Provider Network: Aims to support the foreign born and thier families by coordinating
efforts to increase the capacityof community resources, advocate for inclusive policy and services, and educate
residents and providers in the St. Louis region.
3) Casa de Salud: Delivers basic, high quality clinical and mental health services for uninsured and underinsured
patients, focusing on new immigrants and refugees.

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4) Parkway Area Adult Education and Literacy: Offers free ESL classes to adults throughout St. Louis county
5) St Louis Regional Chamber: Enhances the business climate and livability of St. Louis by promoting economic
growth
6) US Citizenship and Immigration Services Office: Field offices located accross the St. Louis region
7) St. Frances Communities Services: Offers support and strengthens immigrant families from throughout the
region, while also addressing need in the Bevo neighborhood.
8) American Red Cross of Eastern Missouri: Provides relief to victims of disaster, blood to hospital patients,
health and safety traiing to the public and emergency social services to U.S. military families.
9) United Way of Greater St. Louis: A local organization that offers a variety of services in community building
and resource access.
10) Allaince for Healthy Communities: Aims to engage the community to reduce youth substance abuse and risks
of suicide by raising awareness and changing community norms.
11) American Civil Liberties Union of Missouri: Defends civil liberties and the principles of equality and justice
through Missouri, through litigation, legislative and public education programs.
12) American Association of University Women: Aims to advance equity for women and girls through advocacy,
education, philanthropy and research
13) Better Together STL: Supports the St. Louis region by acting as a catalyst for the removal of governmental,
economic and racial barriers to the region’s growth and prosperity for all of our citizens by promoting unity,
trust, efficiency and accountability
14) CAPCR (Coalition Against Police Crimes and Repression): Aims to end police crimes and abuse; end the
criminilzation of a generation and expose the prison industrial comple
15) Forward Through Ferguson: Aims to make St. Louis a more racially equitable region—a state in which
outcomes are no longer predictable by race.
16) Girls in the Know: Aims to educate and empower girls, together with those who love them, by providing tools
to establish a strong sense of self.
17) Gateway Housing First/Places for People: Provides safe, affordable, supported housing for individuals with a
wide range of disabilities, complex disorders and life situations who struggle to secure or maintain housing
18) Hands Up United: Collective of politically engaged minds building towards the liberation of oppressed Black,
Brown and poor people through education, art, civil disobedience, advocacy and agriculture
19) Human Rights Campaign-St Louis: To inspire and engage individuals and communities, HRC strives to end
discrimination against LGBTQ people and realize a world that achieves fundamental fairness and equality for
all.
20) Immigrant and Refugee Women’s Program: To increase the Independence and reduce the isolation of
immigrant and refugee women by teaching them basic English and practical living skills in the security of their
own homes.
21) Missouri Healthcare for ALL: To create awareness and change so that every Missourian deserves access to
quality, affordable healthcare, no matter where they live or how much money they make.
22) MoveOn.org: To envision a world marked by equality, sustainability, justice, and love; whether its supporting a
candidate, fighting to pass legislation or working to change our culture.
23) National Women’s Political Caucus: To identify, support, recruit and train women candidates for elected and
appointed office under an umbrella of pro-choice, multi-partisan and grassroots organizaiton

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 Course Content

It is a good idea to base your question around content which is covered in the course. Below you will find the full
course outline.

Unit 1: Power, Sovereignty and International Relations

Key Concepts- Power, Sovereignty, Legitimacy, Interdependence
Learning outcome Prescribed Content Possible Examples

Nature of power Definitions and Theories of power Joseph A Dahl

John Mearsheimer
Joseph Nye
Antonio Gramsci
Stephen Lukes

Types of Power Hard versus soft; economic, military,

social, cultural; individual versus
collective; unilateral versus
multilateral

Operation of state power in global The evolving nature of state Terminology (state, nation, nation-
politics sovereignty state, stateless nation)
Westphalian conception of state
sovereignty
Present day sources of state
sovereignty, e.g. possession and use
of force, international law and norms,
recognition by other states due to
economic and balance of power
considerations, consent (or lack
thereof) of the governed through
political participation
Present-day challenges to state
sovereignty e.g. globalization,
supranationality, humanitarian
intervention, indigenous rights.

Legitimacy of state power Democratic states, e.g. unitary states,

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 federal states
Authoritarian States
Fragile/Failed States

Function and impact of international The United Nations (UN) The UN

organisations and non-state actors in The UN Charter
global politics UN principal organs

Intergovernmental organisations WTO, IMF, EU, ASEAN, other

(IGOs) various IGOs
Independent Investigations

Non-governmental organisations NGOs, eg International Red Cross

(NGOs) and Red Crescent Movement,
Amnesty International (AI), Human
Rights Watch (HRW), Greenpeace
Independent Investigations

Social movements, resistance Social movements- Civil Rights in

movements and violent protest the US and Occupy Wallstreet

Resistance movements- Arab spring

Violent protest movements-

Ukrainian revolution

Political Parties USA’s Republican and Democratic

parties, Germany’s Christian
Democratic Union (CDU) and Social
Democratic Party (SPD), Communist
Party of China (CPC)

Informal Forums G20, G7

Legitimacy of non-state actors Ways in which non-state actors

legitimise their authority

Nature and extent of interactions in Global Governance UN Security Council resolutions,

global politics climate change agenda

Cooperation: Treaties, collective Treaties-

security, strategic alliacnes, economic Economic cooperation- TPP
cooperation, informal cooperation Collective secutiry- NATO
COP21

Conflict: Interstate war, intrastate Interstate war, eg Iraq, Afghanistan,

was, terrorism, strikes, Sudan, South Sudan
demonstrations
Intrastate war, eg Syria, Ukraine,
Democratic Republic of the Congo
(DRC), Central African Republic

Terrorism, eg Islamic State of Iraq

and Syria (ISIS), al-Quaeda, Boko
Haram attacks, 9/11

Strikes and demonstrations: local

examples

Unit 2: Human Rights

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 Key Concepts- Human Rights, Justice, liberty, Equality
Learning outcome Prescribed Content Some of what we looked at

Nature and evolution of human rights Definitions of human rights Notions such as inalienability,
universality, indivisibility, equality,
justice, liberty

The UN’s Universal Declaration of Human Rights (1948)

Developments in human rights over Human rights milestones, eg civil and

time and space political rights, economic, social and
cultural rights, gender rights,
children’s rights, indigenous people’s
rights, refugee rights

Internationalization of human rights,

eg universal jurisdiction, international
humanitarian law

Codification, protection and Human rights laws and treaties Role of custom
monitoring of human rights
Human rights in constitutions, eg
South Africa, Brazil

International examples, eg
International Covenant on Civil and
Political Rights (ICCPR) and
International Covenant on Economic,
Social and Cultural Rights (ICESCR),
Convention on the Protection of the
Rights of All Migrant Workers and
Members of Their Families, Rome
Statute

Protection and enforcement of human National courts and police,

rights at different levels International Court of Justice (ICJ),
International Criminal Court (ICC),
Inter-American Commission on
Human Rights (IACHR), Cambodia
Tribunal

Monitoring human rights agreements Human Rights Watch (HRW),

Amnesty International (AI),

Practice of human rights Claims on human rights Labour rights, indigenous land
claims, movements for gender
equality, debates about same-sex
marriage

Violations of human rights Child soldiers, human trafficking,

forced labour, forced relocation,
denial of prisoners of war rights,
violations of freedom of speech,
violations in the name of prevention
of terrorism, gender discrimination

Debates surrounding human rights: Individual Rights vs collective rights Individual Debates and work
differing interpretations of justice,
liberty and equality Universal rights cs. Cultural Individual Debates and work
relativism

Politicisation of human rights Individual Debates and work

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 Unit 3: Development
Key Concepts- Development, Globalisation, Inequality, Sustainability
Learning outcome Prescribed Content Some of what we looked at

Contested meanings of development Different definitions of development, Economic growth, fairer income
including sustainable development distribution, reduction in poverty,
and well-being meeting basic needs, improved
capabilities, achievement of
political and social freedoms,
well- functioning institutions,
lifestyles that respect the
ecological constraints of the
environment
Measuring Development Gross national product (GNP),
Human Development Index
(HDI), Genuine progress indicator
(GPI), inclusive wealth index
(IWI), Happy Planet Index (also
HPI), corruption indices, trust
indices
Factors that may promote or inhibit Political factors Ideologies, history of and
development persistence of conflict, stability,
accountability, transparency, legal
frameworks, political
consequences of different
development paths, decisions
about the allocation of aid,
political culture, culture of
bureaucracy, vested interests
Economic factors Access to resources, increasing
resource constraints,
infrastructure, debt, access to
capital and credit, aid, trade,
foreign direct investment (FDI),
income distribution, informal
economy, vested interests
Social factors Values, cultures, traditions,
gender relations, migration

Institutional factors The UN, IMF, World Bank,

WTO, partnerships between
developing countries, efficacy of
national and local institutions
Environmental factors Geography, resource endowment,
consequences of climate change
on people and communities’ lives
Refer back to COP21
Pathways towards development Models of Development Neoliberal theories (eg
Washington Consensus), state
capitalism (eg China, Russia),

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 capability theories (eg Sen,
Nussbaum)
Approaches for developing the Trade liberalization, export
economy orientation, commodity-led
growth, tourism, entrepreneurship,
knowledge economy, circular
economy, complementary
currencies
Approaches for developing society Concern for citizenship skills and
engagement, improving education
and healthcare, changing roles of
women, more ecological living,
indigenous revitalization
movements
Debates surrounding development: Globalisation, inequality and Facts about development of
challenges of globalisation, inequality sustainable standard of living and assessment
and sustainable of realization of human rights,
well-being and opportunity for
different groups of people within
and between societies

Environmental impacts of
globalization

Various perspectives, eg North,

South, rising powers

Unit 4: Peace and conflict

Key Concepts-Peace, conflict, violence, non-violence
Learning outcome Prescribed Content Some of what we looked at

Contested meanings of peace, conflict Different definitions of peace, 3 Definitions of Peace (Equilibrium,
and violence conflict and violence, including Negative, and Positive Peace)
positive peace and structural violence
Global Peace Index (GPI)

Balance of Power Theory

Security Dilemma

Ways to deal with an aggressor:

Balancing, Bandwagoning
Buckpassing, Blood-letting

Levels of Conflict Intensity

Galtung’s Violence Triangle (Direct,

Cultural, Structural Violence)

Types of conflict Territorial Conflict (South China

Sea Dispute)

Non-violent Conflict (Iran Nuclear

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 Deal, Scottish Independence)

Violent Conflict (Syria)

Identity Conflict (Rohingya

Muslim)

Justifications of violence, including Justification for Violence

just war theory
UDHR vs UN Charter

Humanitarian Intervention

Rwandan Genocide

Causes and parties to conflict Causes of conflict

Parties to conflict

Evolution of conflict Manifestations of conflict, including

non-violence

Conflict dynamics

Third-party involvement in conflict,

including humanitarian intervention

Conflict resolution and post-conflict Peacemaking, including negotiations

transformation and treaties

Peace building, including

reconciliation and work of justice
institutions

Key Concepts

To ensure that you have a strong engagement activity, you need to build your political issue around one of the key
concepts covered in the GloPo course. Below you will find the key concepts.

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Concept Explanation
Power Power is a central concept in the study of global politics and a
key focus of the course. Power can be seen as ability to effect
change and, rather than being viewed as a unitary or
independent force, is as an aspect of relations among people
functioning within a social organization. Contested relationships
between people and groups of people dominate politics,
particularly in this era of increased globalization, and so
understanding the dynamics of power plays a prominent role in
understanding global politics.
Sovereignty Sovereignty characterizes a state’s independence, its control
over territory and its ability to govern itself. How states use their
sovereign power is at the heart of many important issues in
global politics. Some theorists argue that sovereign power is
increasingly being eroded by aspects of globalization such as
global communication and trade, which states cannot always
fully control. Others argue that sovereign states exercise a great
deal of power when acting in their national interest and that this
is unlikely to change.
Legitimacy Legitimacy refers to an actor or an action being commonly
considered acceptable and provides the fundamental basis or
rationale for all forms of governance and other ways of
exercising power over others. The most accepted contemporary
source of legitimacy in a state is some form of democracy or
constitutionalism whereby the governed have a defined and
periodical opportunity to choose who they wish to exercise power
over them. Other sources of legitimacy are suggested in states in
which such an opportunity does not exist. Within any proposed
overall framework of legitimacy, individual actions by a state can
be considered more or less legitimate. Other actors of global
politics and their actions can also be evaluated from the
perspective of legitimacy.
Interdependence In global politics, the concept of interdependence most often
refers to the mutual reliance between and among groups,
organizations, geographic areas and/or states for access to
resources that sustain living arrangements. Often, this mutual
reliance is economic (such as trade), but can also have a security
dimension (such as defence arrangements) and, increasingly, a
sustainability dimension (such as environmental treaties).
Globalization has increased interdependence, while often
changing the relationships of power among the various actors
engaged in global politics.
Human rights Human rights are basic claims and entitlements that, many
argue, one should be able to exercise simply by virtue of being a
human being. Many contemporary thinkers argue they are
essential for living a life of dignity, are inalienable, and should be
accepted as universal. The Universal Declaration of Human
Rights adopted by the UN in 1948 is recognized as the beginning
of the formal discussion of human rights around the world. Critics
argue that human rights are a Western, or at least culturally
relative, concept.
Justice There are a number of different interpretations of the concept of
justice. It is often closely associated with the idea of fairness and
with individuals getting what they deserve, although what is
meant by deserve is also contested. One avenue is to approach
justice through the idea of rights, and what individuals can
legitimately expect of one another or of their government. Some
theorists also argue that equality not only in the institutions and
procedures of a society but also in capabilities or well-being
outcomes is required for justice to be realized.
Liberty The concept of liberty refers to having freedom and autonomy. It
is often divided into positive and negative liberty, with negative
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 liberty defined as individuals having the freedom from external
coercion and positive liberty defined as individuals having the
autonomy to carry out their own rational will. Some scholars
reject this distinction and argue that in practice, one form of
liberty cannot exist without the other. It is also questioned if such
an understanding of liberty is sufficient for an interdependent
world, in which the seeming freedom and autonomy of some
may depend on lack of some forms of liberty for others. Hence,
debates on equality inform our understanding of liberty as well.
Equality Egalitarian theories are based on a concept of equality that all
people, or groups of people, are seen as having the same
intrinsic value. Equality is therefore closely linked to justice and
fairness, as egalitarians argue that justice can only exist if there
is equality. Increasingly, with growing polarization within
societies, equality is also linked to liberty, as different people
have differing possibilities to be free and autonomous.
Development Development is a sustained increase in the standard of living and
well-being of a level of social organization. Many consider it to
involve increased income; better access to basic goods and
services; improvements in education, health care and public
health; well-functioning institutions; decreased inequality;
reduced poverty and unemployment; and more sustainable
production and consumption patterns. The focus of development
debates in contemporary global politics is on issues faced by
developing countries, and on the imperative of shifting the focus
from modernization (seen as Westernization). However, all
societies and communities face questions about how to best
promote well-being and reduce ill-being.
Globalization Globalization is a process by which the world’s local, national and
regional economies, societies and cultures are becoming
increasingly integrated and connected. The term refers to the
reduction of barriers and borders, as people, goods, services and
ideas flow more freely between different parts of the world.
Globalization is a process that has been taking place for
centuries but the pace has quickened in recent decades,
facilitated by developments in transportation and communication
technology, and powered by cheap energy. It is now widely
acknowledged that globalization has both benefits and
drawbacks and that its benefits are not evenly distributed.
Inequality Inequality refers to a state of affairs where equality between
people or groups of people is not realized and the consequent
potential compromises of justice and liberty. Inequality often
manifests itself through unequal access to resources that are
needed to sustain life and develop individuals and communities.
Consequently, the concept is closely connected to discussions of
power and of who holds the rights to these resources and their
proceeds. Inequality can be examined both as a phenomenon
within and between societies.
Sustainability Definitions of sustainability begin with the idea that development
should meet the needs of the present without compromising the
ability of future generations to meet their needs. Sustainability
today has three fields of debate— environmental, sociopolitical
and economic. In global politics, mechanisms and incentives
required for political institutions, economic actors and individuals
to take a longer term and more inclusive well-being perspective
in their decision-making are particularly important.
Peace Peace is often defined as both the absence of conflict and
violence as well as a state of harmonious relations. Many also
refer to peace as a personal state of non-conflict, particularly
with oneself and with one’s relationship to others. Peace is the
ultimate goal of many organizations that monitor and regulate
social relationships.
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Conflict Conflict is the dynamic process of actual or perceived opposition
between individuals or groups. This could be opposition over
positions, interests or values. Most theorists would distinguish
between non-violent and violent conflict. In this distinction, non-
violent conflict can be a useful mechanism for social change and
transformation, while violent conflict is harmful and requires
conflict resolution.
Violence Violence is often defined as physical or psychological force
afflicted upon another being. In the context of global politics, it
could be seen as anything someone does that prevents others
from reaching their full potential. This broader definition would
encompass unequal distribution of power that excludes entire
groups from accessing resources essential for improved living
standards or well-being, and discriminatory practices that
exclude entire groups of people from accessing certain
resources.
Non-violence Non-violence is the practice of advocating one’s own or others’
rights without physically harming the opponent. It often involves
actively opposing the system that is deemed to be unjust,
through for example boycotts, demonstrations and civil
disobedience. Theorists argue that non-violence can often draw
attention to a conflict situation and that it could provide a fertile
basis for post-conflict transformation.

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 Levels of Analysis

In your Engagement Activity, it is useful to analyze the political issue from different Levels of Analysis which
are listed below.

Level of Analysis Explanation

Global In the context of the global politics course, the term global refers to events and
trends that have far-reaching and long-term impact across the world, cutting
across national identities and interests. Examples include, but are not limited
to, climate change, migration, terrorism, epidemics, etc.
International In the context of the global politics course, the term international refers to
events and trends that have a narrower impact than global events and trends,
but nonetheless have implications for several countries. Examples include, but
are not limited to, the operation of various international organizations, non-
governmental organizations (NGOs), multinational corporations (MNCs),
international law, etc.
Regional In the context of the global politics course, the term regional refers to events
and trends that have implications limited to a particular geographic region,
such as the Middle East, Latin America, Eastern Europe, Western Europe, etc.
Examples include, but are not limited to, the operation of the European Union
(EU), the North Atlantic Treaty Organization (NATO), the Association of
Southeast Asian Nations (ASEAN), The Arab League, etc.
National In the context of the global politics course, the term national refers to events
and trends that have a limited impact within the geographical boundaries of a
particular country. Examples include, but are not limited to, economic crises or
economic change in a particular state, political and legal reforms in a particular
state, changes in the governance of a particular state, etc.
Local In the context of the global politics course, the term local is used to refer to the
geographic area in which social organization is created and in which culture is
transmitted from one generation to the next. Local is defined by its inhabitants
and their practices, and so can represent a geographic space as small as a
gated community or as large as a city or region.
Community The idea of community is one of the most debated concepts in the social
sciences. Communities were once thought of as geographically based groups of
people with similar interests, mutual support and cultural traits. The most
commonly held view was that communities must include not only spatial and
ecological definitions, but institutional and emotional ones. Recently, however,
processes of globalization have led social scientists to rethink standard
definitions. Advances in communication technologies allow similar interests to
be nurtured beyond physical boundaries, and the definition of community has
become intertwined with debates about globalization and the role and place of
people within it.

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Example of Completed Engagement Activity
(Grades and comments at the end)

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Grades and Comments for Sample Engagement Activity:

To what extent can soft power be used as a means of de-radicalization for extremist Islam in the West?

Criteria Marks awarded Marks available

Criterion A 4 4
Criterion B 4 4
Criterion C 5 6
Criterion D 5 6
Total marks 18 20

Examiner comments

Criterion A

Political issue clear (how soft power is used for radicalization and whether this can also be done for de-radicalization of
extremists) and connected to course content. Engagement (interviewing rehabilitation worker and a criminal
investigator) connected to the political issue. Personal interest is clear.

Criterion B

Effective explanation of engagement, detailing the student’s position before and after the engagement.

Criterion C

Terminology thoroughly explored as is the connection between “radicalization” and “soft power”. Role of globalization
(internet) and inequality (socio-economic disparity) are identified and analysed. Almost all statements are justified
through references to engagement or additional sources (apart from “hard power”).

Criterion D

The report constantly goes back and forth between engagement and additional sources, and they enrich each other.
Engagement explores different perspectives (social worker versus investigator).

Overall

Well thought through and meaningful engagement and identification and exploration of the specific political issue
(though ”extremist Islam in the west” appears broad). Effective synthesis and clear reflections on lessons learned.
Specific terminology thoroughly explored.

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 Engagement Activity Proposal/Approval Form

1. What political issue have you chosen and what key concept(s) is it based on? Write a short paragraph to
explain.

2. Why are you interested in this political issue? Write a short paragraph to explain.

3. What different perspectives are there on this issue? List them below with a sentence to briefly explain each
one. (This could be different Levels of Analysis or different group/individual perspectives).

4. What opportunities are there for engagement in this political issue? List them below with as much
detail as possible. What engagement activities are available at a local, community, national, regional,
international and global level about this issue? (Not all levels need to be covered)

5. Checklist—Initial each box to ensure that your EA will cover each of the following components:

Does the Engagement Activity allow me to experience the dynamics of real world politics and do so in a
participatory way?

Do the political issues focused on affect a community or a society in which I have some stake or experience in?
V

Does the engagement involve contact with others who are also interested in , or have a stake in, the political
V issue?

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5. What sources (Resources, People, Events, Organizations) are available for you on your chosen political issue?
Fill in the table below. List at least 5 (You may not need to use all 5, but you should be aware of and prepared to
contact or complete them)

Source How is it relevant?

Teacher’s Comments:

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