2007 ; Excerpts from Dermot Groome, Handbook of Human Rights Investigation (Northborough, MA : Human Rights Press, 2001) ; Excerpts from Jo Becker, Campaigning for Justice : Human Rights Advocacy in Practice (Stanford University Press, 2012).
d'Etudes Politiques Comparées), Kathy ROUSSELET (Directrice de recherche). Prerequisite : Students should be able to understand an academic conversation in the three languages of instruction (EN, FR, RU) and express themselves in at least two languages. The conversation will move freely between these languages but the papers will be written in English. Pedagogical format : Seminar Course validation : Students will look at speciﬁc knowledge productions, from purely academic to artistic, and present their ﬁndings to each other every week. They will each write a ﬁnal report on their case. It is possible to work in groups in case of larger projects. Grading policy : Class participation 20%, mid term essay 30%, ﬁnal paper 50% Workload : expect a regular course workload, but be ready to alternate between personal assignments and collective exercises. Pedagogical method : This is a junior lab so we are faced with a question and we are trying to solve it collectively. Every week we meet and we present to each other what we have done, we brainstorm over your ﬁndings, we come up with insights and we draw a new series of tasks for the week(s) to come. Along the way, we read articles. Course Description : In this course, we will look at the ways in which the USSR and subsequently the Russian federation has been studied by French scholars, journalists and ﬁction writers since the early 1980s. The objective of the course is to understand who sets the conversation about a foreign country. We use the natural experiment of the transition between the USSR and the Russian federation to study the transformation of the production of knowledge of a country distant and largely misunderstood. How did experts of the USSR – among others the “sovietologists” maintain their control of the discourse about Russia after USSR ? Who were the new experts of the Russian federation in the ﬁeld of knowledge production ? What role did the waves of immigration of soviet intellectuals, artists and academics play in setting the “theories” of USSR and Russia ? Were these theories speciﬁc to French intellectuals or were they shared with other western countries' intellectuals ? If so, which were the channels of circulation of these images of USSR/Russia ? The course is not based on a ﬁnite set of pre-deter1571
JAPANESE POLITICS AND INTERNATIONAL RELATIONS
Semester : Autumn Number of hours : 24 Language of tuition : English
Teachers : Anne-Guibourg DELAMOTTE (Lecturer). Pedagogical format : Seminar Course validation : The class will be divided in 12 sessions which the students are supposed to prepare by using the reading list provided. Grading will be based on one mid-term paper (10 pages, 40 pc) and a ﬁnal paper (10 pages, 40 pc) and the oral présentations thereof (30 pc x 2). Course Description : Japan faces increasing international security challenges and the defence posture which was based on the 1947 Constitution's Article 9 is being stretched to its utmost limits. The nature of Japan's power is changing as new laws allow its self-defense forces the right to collective self-defence and to provide assistance in crisis situations overseas. Relations with China, with the two Koreas are ﬂared with territorial and historical tensions. The course aims at understanding Japan's policies and the security environment it operates in. Required reading : Jeff Kingston, Contemporary Japan : History, Politics, and Social Change since the 1980s, Hoboken et Oxford, Wiley Blackwell, 2012, 324p.
JUNIOR LAB - MAPPING RUSSIAN STUDIES
Semester : Spring Number of hours : 24 Language of tuition : English ; French ; Russian
Teachers : Vincent-Antonin LEPINAY (Associate Professor, Sociology Department, Sciences Po), Estelle LEZEAN (Directrice du Département