Strategic Gaming in Conflict Stabilisation

obligatory courses

To acquaint students with selected elements of theories related to the development and stabilization of armed conflict and post-conflict state reconstruction.

This course focuses on selected elements of theory related to stabilizing states and testing them using a strategy game. The course is based on 3 elements: theoretical introduction (classroom classes), a short e-learning course and playing a strategic game.

In today's world, threats to the order of the Western world and its values are changing very rapidly. Today, these are not only terrorism, the proliferation of weapons of mass destruction or political instability of countries and regions, but also, for example, waves of migration and activities via the internet. Most of them originate in a specifically managed country (e. g. the United States). The EU is not a member of the European Union, but rather an authoritarian regime) or its resources, or in the absence of any control by the authorities over the territory, which quickly turns into political and social chaos. It is believed that the lack of law, the possibility of its implementation and the control of its observance are ideal grounds for the emergence of all major threats today. Hence the stabilisation of failing states and politically dynamic regions is becoming crucial for the security of many countries in the world and their societies.

This course focuses on selected elements of theory related to stabilizing states and testing them using a strategy game. The course is based on 3 elements: theoretical introduction (classroom classes), a short e-learning course and playing a strategic game.

'Peace by Piece' begins like this"

Mali - one of West Africa's largest countries - descends into chaos.

The Berber Tuareg people, who have ruled the Sahara for millennia, are splitting into two warring groups. Some (MNLA) want their own secular state (Azawad), others (Ansar Dine) to maintain their own Islamic domination over the desert.

At the same time, the Malian army is subverting the capital, taking over power and the corrupt president is fleeing the country.

The forces of the global jihadist (AQIM) are drawn to the conflicting region. They want to take over a weak state - introduce caliphate and Sharia law.

In turn, the Tuareg and Arabian-dominated groups are being left by black supporters. In protest against discrimination they establish their own forces (MUJAO).

There's a lot at stake.

People's lives, development, rule over their own country. Meanwhile, beneath the desert lie vast reserves of oil, uranium, gold and rare earth ores, the last on earth. In turn, trade routes lead through the desert: weapons, drugs, slaves, refugees, contraband. Most of them lead to Europe.

Genocide, destruction, kidnapping. Everyone fights everyone, and the warring groups enter into short-term or longer-term coalitions with each other.

Nothing is certain. The pervasive confusion caused by the collapse of state institutions is being attempted by international forces. Can they handle the situation?

Join the game, choose your faction and face questions such as:

- Is peace possible?

- How do you reconcile the weighed down sides?

- Will the holding of universal suffrage meet with the approval of the fighting and Malian society?

- Will the introduction of a new constitution provide a basis for stabilising the country?

- Will the launch of major humanitarian and infrastructural projects that benefit all Malians solve the problem?

R. Paris, 1997, „Peacebuilding and the limits of litberal internationalism”, International Security Vol. 22/2.

- S. J. Kaufman, 1996, „An 'International' Theory of Inter—Ethnic War”, Review of International Studies Vol. 22/2

- A. Dziewulska (2020) ‚Contemporary conflict’ - e-learning course

- A. Dziewulska (2020) ‚The scope of peacebuilding’ - e-learning course

- A. Dziewulska (2020) ,Obstacles to peacebuilding’ - e-learning course

- A. Dziewulska (2020) ‚Power-sharing’ - e-learning course

- P. M. Bisca (2019) ‚Can Peace become Affordable: Lessons from security sector expenditure reviews in West Africa’ EUISS Brief 2

- P. C. Szasz (1995) ‚Lessons from security sector expenditure reviews in West Africa’, Fordham International Law Journal Vol. 19 No. 2

- P. C. Szasz (1997) ‚The Dayton Accord: The Balkan Peace Agreement’, Cornell International Law Journal, Vol. 30 No. 3

- J. Goodhand (2008) ‚Corrupting or Consolidating the Peace? The Drugs Economy and Post-Conflict Peacebuilding in Afghanistan’, International Peacekeeping

- ‚Unmaking Iraq: A Constitutional Process Gone Awry’, (2005) International Crisis Group, Middle East Briefing N°19

- B. Lecocq, G. Mann, B. Whitehouse, D. Badi, L. Pelckmans, N. Belalimat, B. Hall, W. Lacher (2013) ‚One hippopotamus and eight blind analysts: a multivocal analysis of the 2012 political crisis in the divided Republic of Mali’, Review of African Political Economy, Vol. 40, No. 137

At the completion of the course the student will:

1. (in relation to knowledge) know the basics of theories connected with building peace after the resolution of an armed conflict; knew the problems connected with rebuilding state structures, political systems; knew the dilemmas of peacekeepers in relation to priorities of organising life in a post-conflict state; knew the basic principles of the international community to provide financial aid; knew the operation of political conditionality; knew the history of the development of ways of influencing armed conflicts in the world; was aware of the most important threats to security; knew the provisions of basic international documents defining the possibilities of influencing third countries.

2. (skills) be able to navigate through documents related to international security issues; analyse the conflict cycle; be able to find specialist literature relating to armed conflicts; be able to characterise the most important international forces affecting armed conflicts; be able to propose a division of tasks between international institutions in a stabilised state.

3. (in terms of social competence) be able to carry out a critical analysis of the actions of peacekeepers; be able to engage in discussion and exchange of arguments; be able to analyse a source text in English; strengthen the ability to work in a group; consolidate knowledge of the English language.

Class attendance (a student may miss one class), the completion of the e-learning modules including quizzes, participation in the play of the strategic game and written work.

At the end of the course the student prepares a short written paper relating to the subject of the course on the topic consulted with the teacher.

None.