Professor Clapham, could you briefly outline the specialisation to us and your curriculum?
The curriculum changes every year and tries to keep pace with current developments. We cover some of the main conceptual issues at the heart of human rights action today and delve into various humanitarian crises. The emphasis is very much on the contemporary challenges facing those working in the fields of human rights and humanitarian action, and how to understand the structures and ideas that shape these fields.
Why do you believe this specialisation is important and inspiring to students?
Well humanitarianism is under extreme strain at the moment. The wars in Gaza, Ukraine and Sudan are being fought in contravention of a number of basic principles - to mention just one example humanitarian workers and medics themselves are coming under attack. There is no way to put this gently, it is a time of crisis for the victims of war and for the frameworks that are supposed to protect them. In my experience students, rather than turning away to study something else, want to understand more and play a role in fighting for human rights.
How have recent developments in human rights globally affected your course, generally and specifically with regard to the International Law dimension?
The situation in both Gaza and the West Bank has led to a number of legal challenges to the behaviour of the Israeli Government, there is a genocide case pending at the International Court of Justice related to denial of humanitarian assistance, and there are advisory opinions from the that Court concerning the obligations of Israel in connection with humanitarian law applicable to the occupation. The same Court is also dealing with the disputes related to the Russian invasion of Ukraine, the civil war in Sudan, torture in Syria, and allegations of genocide in Myanmar. In addition, there are arrest warrants issued by the International Criminal Court, not only with regard to Israeli leaders connected to the war crime of starvation, but also with regard to Russian leaders and military officials in relation to the transfer of children out of occupied territory and indiscriminate bombing. There are moreover multiple cases and legal developments concerning refugee law, asylum, statelessness, the arms trade, sanctions, travel bans, asset freezes, territorial claims and so on.
There is a tendency to simply look at the massive violations of international law and not consider the legal initiatives that aim to alleviate the suffering and bring a degree of accountability. One might look around and consider that it is all hopeless. But the recent surrender of former President Duterte to the International Criminal Court to be tried for crimes against humanity shows that surprising things can happen. These things happen because there are people who understand and apply the law. Many students are keen to become involved in human rights investigations and enforcing humanitarian law, and this means understanding the legal framework and the possibilities that international law introduces. Students are interested not only in understanding the recent developments but also in having the tools to reframe issues as legal challenges in their own countries and in other future situations.
You’ve encouraged the use of Podcasts and different mediums to encourage students to engage with teaching material. What encourages this teaching framework?
We thought that students would find it useful to learn how to use these means of communication. Today people are informed and encouraged to take humanitarian or human rights action through multiple forms of communication. If we are honest, journal articles play a very minor role. Students embarking on a career in a human rights or humanitarian organization are more likely to be asked to prepare something communicative using audio than a prestigious publication. We encourage translating the core concepts from the readings into meaningful messages.
How has your engagement with students and the material changed over the years since you’ve started teaching this specialisation?
I find the students are increasingly creative and committed. Each cohort has its own dynamic, and together with my colleague Professor Julie Billaud, we have developed different themes each year. We encourage students to work in small groups of three or four. and they are asked to work together, both in terms of understanding the readings, and also in terms of presenting their own group contribution to the debates. In my opinion, the group work has borne magnificent results, way beyond my expectations, and in a way, it represents how people work in the worlds of human rights and humanitarianism today.
