Course Name Year Term Period Faculty / Graduate School All Instructors Credits
15530:IR18‐DE202 Global Studies Seminar (RC) § 15531:IR-DS206 Global Studies Seminar (RC) 2022 Fall Thu1 College　Of　International　Relations YAMADA MAYUMI 2

Campus

KIC

Class Venue

KOSHINKAN　KS205

Language

English

Course Outline and Method

I am originally a humanitarian-development worker as well as a peacebuilding worker of the United Nations, who spent more than half of my life time in different countries/on different continents. I believe I am still one of them, who is well equipped with sustainable development studies (luckily with “science”). So, as my comparative advantage, let me also share my real (funny, unique?) experience and stories from the UN system - with some critical SD theories - how sustainable development and sustaining peace do/do not work, and how you can join such precious, global opportunities in your future. I believe, sustainable development means good changes/transformation “for all”, and especially for now, making things better for our “planet”.

In class, I am providing an overview of a wide range of themes and schools of thought in the field of Sustainable Development Studies (and Sustaining Peace Studies), including Security and Human Rights. I also would like to provoke students (future generation) to pursue and express their own belief and innovative ideas. To do so, you need “active listening ability” too. I am willing to have dialogue with you, exploring/stimulating your interest and you wishes/concern, e.g. Climate Change, COVID-19, Digital Transformation (DX) in a global era, and more. In class, let us have some simulation exercise, gaming-exercise, role-play exercise etc., to digest complex issues & theories.

Importantly, students shall have “academic” opportunities i.e. to prepare a short paper, and present their views/opinions, which are based on some academic theories/concepts and/or practical experience you have learnt. Certainly, the aim is for making positive changes for “future”. This course also aims to empower students to become familiar with solution-based studies/scenarios/programming for our common future.

*I will provide feedback on assignments as much as possible through interactive and participative lectures, seminars of this module, and via Manaba+ & meetings during office hours. See you in the GSS, and I ensure that we have fun, exciting learning time together.

Student Attainment Objectives

A. Students can understand the following academic subjects through/during this GS seminar:

(1) the basic of “Sustainable Development Studies” (including Climate Change, COVID-19, Disaster Risk Reduction, New technology e.g. Digital Literacy, Artificial Intelligence)
(2) the basic of “Sustaining Peace” (including Green recovery/economy, UN Peace & Security Agenda in practice)
(3) the basic of “Humanitarian Assistance”
(4) the basic of UN-Civil Peace Operations (not limited to UNPKO); Comprehensive Ation for Peace (A4P)
(5) the basic of Poverty, Vulnerability & Well-being
(6) the best practices of solving those issues; e.g. Smart Cities.

B. Students are empowered to:

(7) share and understand different, diverse, inclusive value through class exercise such as: dialogue, empathy-training, active-listening learning, simulation-exercise, game-exercise, role-play exercise, video-watching, and any better means for confidence-trust building.
(8) demonstrate “active-listening” ability, as well as express innovative idea(s) on sustainable development (goals) and sustaining peace - e.g. through class dialogue, presentation exercise, clear message/paper writing, and/or any other better means.
(9) enjoy and explore the way to study global studies: this course aims to help students become familiar with solution-based global studies too.

C. Students will be equipped with relevant SD theories, reading through important chapters and articles from the following (but not limited to):

(10) Students will became familiar with the following literatures (*but not limited to):

(a) “What next for sustainable development? : Our common future at thirty (2019)”; (b) ”Geographies of Development Studies (2019)” , (c) “The Companion to Development Studies (2014)” , and “Our Common Future (1987 Brundtland Report)*1987), and more.


  

Recommended Preparatory Course

Course Schedule

Lecture/Instructor（When there are multiple instructors) Theme
Keyword, References and Supplementary Information
1

Introduction: What is Global Studies (Seminar)?

1. Class orientation: syllabus review; interacting with colleagues and the instructor (Q&A session)
2. Sustainable Development Goals (SDGs) in practice?
3. The basic of Sustainable Development Studies

2

The Basic: Sustainable Development Studies (I)

1. The basic of Climate Change
2. The basic of Disaster Risk Reduction (DRR)
3. Class exercise & dialogue

3

The basic: Sustainable Development Studies (II)

1. The basic of COVID-19 & other major pandemic
2. The basic of new technology: Digital (DX) literacy, Artificial Intelligence (AI)
3. Class exercise & dialogue (game-exercise)

4

Sustaining Peace and Security

1. The basic of Sustaining Peace: UN Peace and Security Agenda
2. Political Economy/Ecology of SDG; Green Recovery; Green Economy
3. Class exercise & dialogue

5

Humanitarian Assistance, not Humanitarian Intervention

1. Humanitarian Principles; what is humanity?
2. The Sphere: how to save lives and alleviate suffering?
3. Class exercise (Simulation exercise - field/online exercise)

6

UN-Civil Peace Operation (not limited to UNPKO)

1. The basic of UN-Civil Peace Operations (not limited to UNPKO); Comprehensive Protection of Civilians (PoC); Action for Peace (A4P)
2. Global, National, and Human Security
3. Class exercise and dialogue

7

Politics in fragile countries (I)

1. Weak governance? Corruption? Election? Distribution?
2. Civil resistance; Democracy, Autocracy.
3. Class dialogue/role-play exercise

8

Politics in fragile countries (II)

1. What are Peacebuilding & Development processes?
2. What are Security Sector Reform (SSR) & Disarmament, Demobilisation & Reintegration (DDR)?
3. Class dialogue/role-play exercise

9

Poverty, Vulnerability & Well-being: Human Capability

1. How do you define poverty and “developing countries”? What is “vulnerability”?; Human Capability
2. From GDP to Gender Inequality Index (GII): Well-being, Equity
3. Class exercise & dialogue

10

Geographies of Sustainable Development Studies: Solution-Based (I)

1. Case studies: SDGs Best practice on Biosphere integrity; Biodiversity, Mountain, Ocean, and Space’ Smart Cities
2. Case studies: SDGs Best practice on Sustainable Economy & Ecology; Global Commons
3. Class exercise & dialogue

11

Geographies of Sustainable Development Studies: Solution-Based (II)

1. Case studies: SDGs Best practice on Gender Equality, Eliminating Poverty
2. Case studies: SDGs Best practice on people-planet, New technology, digital economy (DX); Smart Cities
3. Class exercise & dialogue

12

Geographies of Sustaining Peace and Conflict Prevention Studies: Solution-Based (III)

1. Case studies: SDGs Best practice on Preventing armed conflict, Politics
2. Case studies: SDGs Best practice on Peace & Conflict Resolution
3. Class exercise & dialogue

13

What next for sustainable development (I)

1. Presentations (by students)
2. Class dialogue/discussion
3. The instructor’s feedback and comments

14

What next for sustainable development (II)

1. Presentations (by students)
2. Class dialogue/discussion
3. The instructor’s feedback and comments

15

What next for sustainable development (III)

1. Presentations (by students)
2. Class dialogue/discussion
3. The instructor’s feedback and comments

Class Format

[BCP Level 1 or 2]

- More than half the total number of classes are to be conducted face-to-face. The remaining classes are to be conducted web-based.
- The format of the web-based classes [live-streaming or on-demand] will be announced on the manaba+R course page.
- Contact information of the course instructor: mayumi-y@fc.ritsumei.ac.jp
- Face-to-face classes may be continued even if the BCP Level is changed to 3 or higher during the semester.
- When a student is unable to attend face-to-face classes due to any of the following conditions, web-based classes will be provided. Students who fall under this category should notify their instructor by the first class.

[Criteria for web-based classes]
<1> Students who are at high risk of becoming seriously ill if infected, such as those with underlying conditions or chronic illness (*).
<2> Students living with a family member who is at high risk of becoming seriously ill if infected, such as those with underlying conditions or chronic illness (*).
<3> Students who are unable to enter Japan due to international travel restrictions.
(*) If the student has an underlying condition defined by the government, such as respiratory
disease, diabetes, heart failure, etc.

[BCP Level 3 or 4]

- In principle, all classes are to be conducted web-based; however, face-to-face classes may be offered, please carefully check your manaba+R course page.

※For more information on Ritsumeikan University's BCP Level, please refer to the following URL, Point No.1 “Measures to prevent spread of the novel coronavirus (COVID-19).”
http://en.ritsumei.ac.jp/news/detail/?id=475

Recommendations for Private Study

1. Students are expected to go through key reading materials in advance, which the instructor have appointed/provided for study preparation. This will help students engage in interactive discussion on key theories/concepts during the class.

2. Students are encouraged to go for reading based on the following principles:
a. Who is/are the author/s? When was this written? Is it still relevant to date?
b. What is the thesis?
c. What is your argument? Why are you convinced, or not convinced by the existing knowledge (i.e. literature)?
d. What could be your new statement on the existing literature?

3. Students are strongly encouraged to do reflection exercise after respective session:
a. Write down what have you learnt from the theme(s).
b. Make a few questions/points that you did not understand well (or disagreed).
c. Explore and read further materials that stimulate your interest, or ask the instructor for further references.
d. Discuss class topic(s) with your friends, colleagues and the instructor inside and outside classes.

I have an open door policy in my office. If you wish to further discuss topics related to GSS, or need to have more learning materials, please feel free to schedule an appointment with me via email.

Grade Evaluation Method

Kind Percentage Grading Criteria etc.
Final Examination (Written) 0

Report Examination
(A report to be submitted by the unified deadline)		 0

Exams and/or Reports other than those stated above, and Continuous Assessment　
(Evaluation of Everyday Performance in Class)		 100

(1) Performance in class
a) Class attendance, (b) exercise performance. (c) class contribution/active participation/class facilitation: 45%

(2) Presentation: 25%
(3) Final research assignment (1500-3500 words): 30%

Grade Evaluation Method （Note）

(1) (a) Class attendance, (b) in-class exercise performance (c) class contribution/active participation/class facilitation: 45%

(2) Presentation: 25%

(3) Final research assignment (1500-3500 words): 30%

Advice to Students on Study and Research Methods

Textbooks

Title Author Publisher ISBN Code Comment
What next for sustainable development? : our common future at thirty (2019) edited by James Meadowcroft [et al.] Cheltenham : Edward Elgar 9781788975193 Reading materials provided by the instructor
Geographies of Development (2018) Robert Potter [et al.] Routledge 9781138794306 4th edition 2018; Reading materials provided by the instructor

Textbooks （Frequency of Use, Note）

Reference Books

Title Author Publisher ISBN Code Comment
Smart Cities (2020) Germaine R. Halegoua Cambridge, Mass 9780262538053 The MIT Press essential knowledge series
Our common future (1987) World Commission on Environment and Development Oxford : Oxford University Press 019282080X

Reference Books （Frequency of Use, Note）

Web Pages for Reference

How to Communicate with the Instructor In and Out of Class(Including Instructor Contact Information)

Learning Management System （manaba+R）,Talk with Students,Other (Separate instructions will be provided)

Other Comments

Japanese
担当者の実務経験について
国際連合南スーダン共和国ミッション
国際連合開発計画（ソロモン諸島、ラオス、モルディブ、カザフスタン）
国際連合地域開発センター　（ネパール、バングラデシュ、タイ、スリランカ）
国連平和大学（コスタリカ）

English
The instructor has worked with:

-United Nations Mission in South Sudan (UNMISS),
-United Nations Development Programme (UNDP) in Solomon Islands,
-UNDP Laos,
-UNDP Maldives,
-UNDP Kazakhstan
-United Nations Centre for Regional Development (UNCRD: Disaster Management) for Japan, Nepal (UNESCO), Bangladesh, Thailand and Sri Lanka
-UN University for Peace (Costa Rica)
【科目ナンバリング・カリキュラムマップはこちらから/Click here to see the Curriculum-Map and Course-Numbering】
URL:http://www.ritsumei.ac.jp//students/pathways-future/course/curriculum.html