OCAS 3060 - Human Security and other challenges in South Asia

***UPDATED for 2026/27***

This subject explores changing understandings and practices of security in the contemporary globalized world, assessing their relevance and application to the South Asian regional context. It equips students to understand how security thinking and practice have evolved in response to critiques and new ideas, dynamic and changing political circumstances, and new and emerging forms of global, transnational and local insecurity. The subject contrasts traditional state-centric, military-based and externally-oriented forms of national and international security with broader and deeper interpretations, including critical and human security approaches. It then examines a range of traditional and nontraditional security challenges that are prevalent in today’s globalized environment, with specific reference to South Asia: insurgencies, ethnic and sectarian violence, and the breakdown of state capacity; the rise of China and its impact on security in South Asia; the security-development nexus; the interrelationship between environmental change, natural resources and conflict; the relationship between gender, conflict and security; the security implications of forced migration; and regional security governance. The subject has an interdisciplinary orientation, drawing upon Political Science, International Relations, and Development Studies, and combines specialized academic knowledge with insights from specific South Asian security issues.

LEARNING OUTCOMES

• Understand different approaches to the study and practice of security and development; assess their relevance and application in the South Asian context;
• Explain the diverse nature of security / insecurity in the contemporary South Asian context;
• Identify the most appropriate and effective strategies and methods for implementing a local, national and global security policy.

PROFESSIONAL SKILLS

• Improve the ability to understand and participate as an individual in multidisciplinary and multicultural collaborative teams or projects;
• Develop awareness of interculturality and its professional application;
• Improve the ability to work productively in a small group project;
• Improve written and oral communication skills;
• Apply research and introspective skills.

None

Students will receive regular feedback for both reflective essays and presentation. All feedbacks will be sent by email to each students maximum 3 days after the submission of each assignment, and general feedback will be shared in class to help the students to better structure their work.

Exercise n ° 1 – Reflective essay

Each student is expected to submit 5 critical essays of 350 words, each worth 10% of the final mark (total 50%). Written work should be based on one of the recommended readings in the syllabus. Reflective essays are not summaries of readings. The aim of this exercise is to develop students' reading skills and their ability to think critically and build convincing arguments.

Suggestions:

• Write the essay as a specific reflection on a point that interests you and use your reading for ideas and references.
• Use the guiding questions listed for each week's topic as a starting point for your thinking.
• Look for links and common themes that you would like to highlight.

Reflective essays are considered class assignments and late submissions will not be graded.

You will be graded on the following criteria:

• Critical thinking (7 points) - Did you find connections between the readings and the broader debates / literature? What do you think of the arguments / evidence presented in your readings?
• Formatting and organization (3 points) - Did you present your reflections in a structured way? Are your arguments consistent? Did you follow the formatting guidelines for this topic?

Exercise n ° 2 - Presentation

An oral presentation (10 min max) equal to 50% of the final mark will be due between weeks 5 and 12. Two presentations will be organized during each session. Each week will be dedicated to one of the following countries: China and the United States (S4 - traditional security only), India (S5), Pakistan (S6), Sri Lanka (S7), Afghanistan (S8), Nepal (S9), Bangladesh (S10), Bhutan (S11) and Maldives (S12).

Week after week, the two groups concerned will be invited to choose between a topic of traditional security and one of non-traditional security concerning the selected country.

These subjects will be presented via PowerPoint support of maximum 4 slides.

For presentations, this course applies the "Visual Learning Method", that is to say that excluding the title of the presentation, the slides can only contain visuals. However, students will have to submit a bibliography as well as a written plan of their presentation, where research questions, hypothesis and all supported arguments will have to be clearly identified.

The aim of this exercise is to develop students' teamwork in an innovative framework, as well as their research and presentation skills.

You will be graded on the following criteria:

• Knowledge of the subject and research 3 points
• Critical thinking 3 points
• Delivery and organization 2 points
• Interactivity and responses 2 points

The case study should either reflect on (some or all) guiding questions related to your topic and listed in the subject guide, or answer your own set of questions that arose during your reading of the documents recommended in the syllabus and/or other research documents (How does the case study deepen our understanding of the subject? Why? ...).

You are strongly encouraged to extend your research beyond that recommended by your bibliographic list.

• In Class: 2 hours a week / 24 hours a semester
• Reading and Preparation for Class: 3 hours a week / 36 hours a semester
• Research and Preparation for Group Work: 20 hours per assessment / 20 hours a semester
• Research and Writing for Individual Assessments: 3.5 hours a week / 42 hours a semester