A Classroom Simulation of the Syrian Conflict

Dados Bibliográficos

ID12376970
AutoresRichard W Frank (0000-0003-4382-1039, Australian National University, autor correspondente), Jessica Genauer (0000-0003-1825-2807, Australian National University)
Ano2019
Volume52
Fascículo4
Páginas737-742
Data de publicação2019-05-10
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPS Political Science & Politics (JOURNAL)
Identificadores do periódicoISSN: 1049-0965 • E-ISSN: 1537-5935
EditoraCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s1049096519000556
OpenAlexW2944280985
IdiomaEN
Citações recebidas7
Referências citadas13

This article describes a semester-long classroom simulation of the Syrian conflict designed for an introductory international relations (IR) course. The simulation culminates with two weeks of multi-stakeholder negotiations addressing four issues: humanitarian aid, economic sanctions, ceasefire, and political transition. Students randomly play one of 15 roles involving three actor types: states, non-state actors, and international organizations. This article outlines the costs and benefits of simulation design options toward encouraging students’ understanding of IR concepts, and it proposes a course plan for tightly integrating lectures, readings, assessment, and simulation—regardless of class size or length. We highlight this integration through a discussion of two weeks’ worth of material—domestic politics and war, and non-state actors—and the incorporation of bargaining concepts and frameworks into the two weeks of simulated multi-stakeholder negotiations

Class (philosophy · Conflict resolution · Geography · International relations · Negotiation · Plan (archaeology · Political science · Politics · Public relations · Sanctions · Stakeholder · State (computer science · Computer Science · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Law · Public Administration