Curricular Unit:			Code:
Development and Trends in Humanitarian Studies			1153DTEH
Year:	Level:	Course:	Credits:
1	Doctorate	Political and Humanitarian Studies	12 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese/English	156
Learning Outcomes of the Curricular Unit:
a) To understand humanitarian action as a whole, as a contextualized political, social and legal phenomenon; b) To master the dialogical aspects and the current issues of humanitarian action; c) To master the principles guiding humanitarian action; d) To master the essential elements of humanitarian standards; e) To develop the capacity for a critical analysis on humanitarian issues; f) To build the capacity to conduct research independently, in order to select the specialized sources on humanitarian action; g) To develop scientific communication skills, through the publication and presentation of works in specialized congresses; h) To develop interpersonal skills for teamwork; i) To demonstrate the capacity to do a rigorous and ethical application of the knowledge acquired.
Syllabus:
I. Development of humanitarian action: 1. Historical and social context; 2. The role of the International Red Cross and Red Crescent international movement; 3. Contemporary political and social debates on humanitarian action (instrumentalization; technocratization; mediatization). II. Principles and norms of humanitarian action: 1. The Geneva doctrine: 1.1 Principle of humanity; 1.2. Principle of impartiality; 1.3. Principle of neutrality; 1.4. Principle of independence; 1.5. Other principles. 2. Main humanitarian law standards: 2.1. Principle of necessity; 2.2. Principle of distinction; 2.3. Principle of precaution; 2.4. Principle of proportionality; 2.5. Other principles. III. Trends in humanitarian action: 1. The role of specialized actors (international agencies and NGOs); 2. The impact of technology on humanitarian action (drones, social networks); 3. The “Grand Bargain” and its consequences.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The program content corresponds to the main objectives of the program. The first part of the program makes it possible to understand humanitarian action as a whole, and also to master the dialogical aspects and the current issues of humanitarian action. The second part of the program provides specialized knowledge of the principles and rules governing humanitarian action. Finally, the third part of the program makes it possible to highlight critical issues on the subject, and thus to develop - after the acquisition of essential knowledge - the ability to analyze humanitarian issues critically. In a way that is transversal to the program, the learning process develops the capacity to research autonomously, to publish and to present works guided by ethics. In addition, teamwork enables the development of interpersonal teamwork skills.
Teaching Methodologies (Including Evaluation):
The teaching methodology includes: (i) the pedagogical expositive method by objective, for the analysis of contents and discussion of specialized documentary sources; (ii) work done in groups; and (iii) methodological support through tutorial sessions and thematic debates with guest speakers. The evaluation is continuous, based on the oral presentation of a group research work on part I of the program content (30%), and the submission of an individual text in the form of a scientific article (50%) on one of the topics of the program. The student's participation in theoretical-practical tasks in the classroom and in scientific activities outside the classroom (participation in seminars, conferences at the University) corresponds to 20% of the final grade. If it is not possible to assess the group work aspects, the final assessment shall be based on the other two components, respectively: 70%/30%.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The teaching methodologies used (the pedagogical expositive method by objective; work in groups; methodological support in the form of tutorials and with thematic debates) are intended to create, in a first moment, an emulation between students, by encouraging the work of groups to dynamize and maximize the search for scientific materials. In the second moment, the pedagogical expositive method by objective and the methodological support, used in a transversal way along the program, are adapted to the objectives of training in order to understand and master specialized knowledge on humanitarian action, as well as to the stimulate critical analysis. In particular, these methodologies mutually enhance student autonomy, both in terms of deductive learning and preparation for inductive learning.
Reading:
CASQUEIRA CARDOSO, J. (2012). International Health Regulations and Global Reporting Laws. In Segal, U., Elliott, D. (Eds.), Refugees Worldwide, Praeger-ABC Clio, pp. 71-101. FIDDIAN-QASMIYEH, E. (ed.)(2016). The Oxford Handbook of Refugee and Forced Migration Studies, Oxford : OUP. GOIS, P., FALCHI, G. (2017). The third way. Humanitarian corridors in peacetime as a (local) civil society response to a EU’s common failure, REMHU, Rev. Interdiscip. Mobil. Hum., 25(51), Sept./Dec., pp. 59-75. NASCIMENTO, D. (2013). Do "velho" ao "novo humanitarismo" : os dilemas da ação humanitária em contextos de conflito e pós-conflito violento, Nação e Defesa, No 135, pp. 93-113. POZZATTI JUNIOR, A. (2017). Existe um fundamento para afirmar um dever de cooperação internacional, Anu. Mex. Der. Inter, vol.17 México Jan./Dec., pp. 591-622. WILL, A.K. (2018). On “Genuine” and “Illegitimate” Refugees, Social Inclusion, 6(3), pp. 172–189.
Lecturer (* Responsible):
João Casqueira (jcasq@ufp.edu.pt) Luísa Vasconcelos (lvasc@ufp.edu.pt)