Le Grand Syllabus 2017/2018
Pedagogical Format : Seminar Course validation : Students will be assessed on the basis of two group works (60 %) and an individual ﬁnal essay (40 %). Workload : Students are expected to do all the assigned readings prior to each session. Students work in groups to prepare the assigned tasks for the next session (literature review, preparation of background/argumentative notes, policy recommendations, simulation exercises involving different key partners, etc.). Pedagogical Method : Sessions will combine both in-class exercises involving groups and, where appropriate, teacher presentations. Students will work in groups of 4 people. Each group will be assigned to play different roles of key actors involved in the social experiment. They will have to prepare or discuss questions related to the program implementation and/or its evaluation. Course Description : The case study is inspired by a social experiment implemented in France between 2012 and 2014, to prevent violence and bullying in school. The main goal is to get students to think about the process of scaling up social innovations, to grasp the role of social innovation in public policy design and the potential of ﬁeld experiment as a powerful policy tool. The case study will also cover the different kinds of challenges social experiments may face and, more broadly, the challenges of bringing public policy to scale. Lastly, and most importantly, it will also provide an illustration of what rigorous impact evaluation is. Required reading : Bradach, J., “Going to Scale. The Challenge of Replicating Social Programs”, The Stanford Social Innovation Review, 2003 ; List, J.A., “Why Economists Should Conduct Field Experiments and 14 Tips for Pulling One Off”, Journal of Economic Perspectives, 2011 ; Seelos, C. & J. Mair, “Innovation Is Not the Holy Grail”, The Stanford Social Innovation Review, 2012 ; European Commission, Guide to Social Innovation, 2013.
Teachers : Bruno STAGNO UGARTE (Deputy Executive Director Human Rights Watch). Prerequisite : There is no strict prerequisite for this course but students should preferably have some previous knowledge of human rights and contemporary events. Pedagogical Format : Seminar Course validation : One 2,500-word policy memo addressed to the United Nations SecretaryGeneral making the case for increased human rights protection in any situation on the agenda of the Security Council. Class participation will count for 10% of the ﬁnal grade. Workload : Extensive reading and preparation before class and active and creative participation in class. Pedagogical Method : Seminar, interactive discussion with students actively participating and contributing to the class. Course Description : Through ratiﬁcation or accession, states have agreed to be bound by human-rights covenants and protocols, a process that has been surprisingly universal despite the perception of human rights as a predominantly Western concern. Although the end of the Cold War was only an intermediate point, with many signiﬁcant human-rights developments preceding it, the increased global prominence gained by the human-rights agenda since is indisputable. After all, the Cold War was in part a confrontation between the dignity and the opacity of the individual in which the latter view lost either through exhaustion or implosion. Although defeated, such views were not eliminated altogether, with different quarters still resisting the universality and indivisibility of human rights. Through a number of case studies, the course will look into the friction that exists between the conﬂicting claims for non-interference in domestic affairs and for adherence to the international human rights standards states are expected to observe. The course will look into the political vs legal and internal vs external nature of these frictions. The course will address these issues through an examination of the practice of human rights promotion and protection at the UN Security Council by looking into a number of case stud