Curriculum Fellowships for Classroom-Based Courses
As part of our mission as an educational foundation, ICNC promotes the teaching of civil resistance in academic institutions and beyond, whether through classroom-based, online, or hybrid courses. We particularly encourage applications from educators who do not currently teach civil resistance at the institutions where they want to develop the new curriculum unit. We also prefer that the institutions currently have no courses on civil resistance offered as part of the departmental, school, or university curriculum.
The curriculum fellowship is designed to plant a seed for continued education on civil resistance. Applicants should therefore be able to demonstrate that their curriculum is part of a long-term, sustainable teaching plan, as opposed to being a one-off course offering.
Applicants for ICNC’s classroom-based curriculum fellowship are expected to develop a curriculum for a full term course on civil resistance or a shorter unit on civil resistance that, at minimum, covers five 90-minute sessions over the course of minimum of 5 weeks as part of the undergraduate or graduate course. The course should offer students a full course guide with learning objectives, themed modules, relevant readings, exercises, or simulations directly relevant to the field of civil resistance. Each accepted proposal for a full course or at least a five week unit on civil resistance (taught individually or co-taught with another instructor) will be supported with the ICNC stipend of $1,300.
Application deadline: May 27, 2018.
Interested in developing and teaching online courses? Check out the curriculum fellowship call for online courses.
Interested in developing and teaching hybrid courses, blending classroom-based and online instruction? Check out the curriculum fellowship call for hybrid courses.
Why Teach Civil Resistance?
What is civil resistance and why does it matter for your students?
“Civil Resistance is an extra-institutional conflict-waging strategy in which organized grassroots movements use various, strategically sequenced, and planned out, nonviolent tactics such as strikes, boycotts, marches, demonstrations, noncooperation, self-organizing and constructive resistance to fight perceived injustice without the threat or use of violence.” — Veronique Dudouet, Powering to Peace: Integrated Civil Resistance and Peacebuilding Strategies
“Although the impact of civil resistance on domestic and international politics across the globe is often pivotal, we know relatively little about the dynamics of nonviolent struggle.” — Kurt Schock, Civil Resistance Today
Civil resistance education is emerging as an important element of the college-level educational experience, with a growing number of courses on civil resistance offered at various universities, including in the areas of conflict, peace and security studies, political science, international relations and sociology. As an interdisciplinary topic, civil resistance intersects various academic disciplines: politics, history, sociology, social-psychology, international relations. A specialized course on civil resistance can offer students knowledge and skills that are relevant to advanced studies in the social sciences.
At the same time, students who may be interested in careers in foreign policy, government, community organizing, or civil society organizations can find a course on civil resistance to be a career-oriented learning opportunity. As nonviolent civil resistance movements increasingly shape international affairs and domestic politics in countries around the world, government and civic actors, as well as journalists, are increasingly likely to encounter this phenomenon in their work. In such cases, knowledge about civil resistance movements can constitute an additional career advantage. Such a course may also enhance the students’ skills and commitment to be active citizens in their communities.
- Scholars, and instructors from colleges and universities around the world who are interested in expanding their institutions’ existing curriculum to cover civil resistance, and
- Adult educators and trainers who might work in civil society organizations, but have academic-based training or pedagogical and teaching experience, particularly working in regions and countries with restrictive civic spaces or conflicts.
In 2018, up to seven curriculum fellowships in total, each in the amount of $1,300, will be offered on to qualified applicants to develop:
- a curriculum course plan on civil resistance that will be offered as a self-standing, elective or mandatory, course at the applicant’s home university; or
- a curriculum unit plan on civil resistance that will be incorporated into the existing, elective or mandatory, course at the applicant’s home university
In addition to a curriculum fellowship grant, awardees will receive staff support and consulting around curriculum planning and a package with academic books and documentaries on civil resistance. ICNC provides these resources free of charge as part of its curriculum fellowship package to help its fellows develop the content on and teach civil resistance.
As part of the fellowship, it is expected that:
a. fellow develops a full-fledged course syllabus that includes a curriculum unit on civil resistance. A unit on civil resistance covers a minimum of five 90-minute sessions over the period of at least 5 weeks.
b. sessions on civil resistance that are part of the developed curriculum unit will, at minimum, analyze and explain to students:
- what civil resistance is, prevailing misconceptions
- historical record and effectiveness of civil resistance
- strategies and tactics of civil resistance
- dynamics of civil resistance including but not limited to the phenomenon of backfire, defections, movement mobilization, sustainability or tactical innovation and sequencing
c. no fewer than 10 students will register and attend the course
d. course syllabus, assignments and assessment materials are to be developed in English, though the course itself may be conducted in a different language. If the latter is the case, ICNC expects applicants to incorporate into their proposed syllabi relevant translations of civil resistance resources available on the ICNC website.
e. fellow hosts at least one guest speaker who will present on a selected topic on civil resistance
f. fellow develops online evaluation instrument to be used to assess progress in students’ learning about civil resistance
- template of a pre-seminar learning gains survey (distributed prior to the start of the seminar)
- template of a post-seminar learning gains survey (distributed at the end of the seminar)
g. fellow develops online final course evaluation to solicit students’ feedback on the course content on civil resistance
- template of the final course evaluation
h. fellow submits a final report to ICNC soon after the course or curriculum unit ends. The report will summarize content on civil resistance delivered, including any innovative teaching tools used, information on the guest speaker talk, aggregate results from the students’ learning gains surveys, results from the final evaluation and general lessons learnt
i. students’ feedback/evaluation and recommendation for improvements
j. fellow selects and submits to ICNC- with student’s permission –one or two outstanding pieces of written or audio/video work on civil resistance done as part of the course
k. fellow develops online follow-up survey for students to complete 3 months after the course ends. The fellow is responsible for sending the follow-up survey to their students.
- template of the 3 month follow-up survey
How to Apply
To be considered applicants should fill out the online application form, submit their CV and curriculum proposal, and other information as requested.
The curriculum proposal should include a detailed description of the content of at least five 90-minute sessions that will be taught for a minimum of 5 weeks. Each proposed session must include a brief description of the topic covered, as well as a list of assigned readings on civil resistance. If applicable, the applicant should also attach a revised syllabus that will include the newly proposed sessions on civil resistance and explain how these new topics relate to the existing course material. Finally, the application will identify the course number, its elective or mandatory status, departmental/institutional affiliation for the course, average number of enrolled students, and the semester when it will be offered.
Resources To Help Develop A Curriculum Proposal
In developing the curriculum proposal for a classroom-based course or unit on civil resistance, applicants are strongly encouraged to consider integrating elements of the following resources:
- ICNC translations: if a proposed course is taught in a language different than English, a fellow will be expected to incorporate translations of civil resistance literature available in the ICNC library, which houses materials on civil resistance in more than 60 languages
- A Force More Powerful, 2000 documentary
- Bringing Down a Dictator, 2001 documentary
- Orange Revolution, 2007 documentary
- Erica Chenoweth and Maria Stephan, Why Civil Resistance Works. The Strategic Logic of Nonviolent Conflict (New York: Columbia University Press, 2011)
- Maciej Bartkowski, ed. Recovering Nonviolent History. Civil Resistance in Liberation Struggles (Boulder, CO: Lynne Rienner Publishers, 2013)
- Peter Ackerman, and Jack DuVall, A Force More Powerful: A Century of Nonviolent Conflict (New York: Macmillan, 2000)
- Shaazka Beyerle, Curtailing Corruption. People Power for Accountability and Justice (Boulder, CO: Lynne Rienner Publishers, 2014)
- Veronique Dudouet, ed. Civil Resistance and Conflict Transformation. Transition from Armed to Nonviolent Struggle (London: Routledge, 2015)
- A Diplomat’s Handbook for Democracy Development Support
Applicants’ curriculum proposal – to be submitted as part of the application process – is expected to include a list of resources on civil resistance that an applicant plans to incorporate into a classroom-based and identify a potential guest speaker suitable for a proposed civil resistance topic.
Fellowship Stipend Distribution
The fellowship grants will be disbursed in two equal installments. The first installment will be made after the course begins, the student enrollment is confirmed and the syllabus with a civil resistance component has been satisfactorily reviewed by ICNC. The second installment will be made after the classroom-based course ends and ICNC receives fellow’s final report and results of students’ evaluations pertaining to their learning on civil resistance and course assessment.
Note: If a teaching team is granted the fellowship, they will split the grant of $1,300/