Sohaila Noori, 29, owner of a sewing workshop, poses at her workshop in Kabul, Afghanistan January 15, 2022.

Engaging Global Policymakers Working to Support Women in Geographies of Conflict | MLD-236 – Continuing Conflict: Old Challenges and New Debates with Rangita de Silva de Alwis

Rangita de Silva de Alwis speaking into a microphoneThis fall HKS hosts Rangita de Silva de Alwis to teach a special new course, MLD-236 Continuing Conflict: Old Challenges and New Debates.  Rangita, a full-time faculty member at the University of Pennsylvania Law School with an S.J.D. from Harvard Law School, is a globally recognized international women’s rights expert with over 25 years of experience advocating for equal representation of women across the globe. On June 23, 2022 Rangita was elected to the United Nations Committee on the Elimination of Discrimination against Women (CEDAW Committee) for the term 2023-2026.  The CEDAW Committee—consisting of 23 experts on women’s rights from around the world—is the body of independent experts that monitors the implementation of the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW).

Rangita’s new HKS course aims to meld her policymaking and advocacy role with learning in the classroom. MLD-236 will focus on two theaters of continuing conflict: Afghanistan and the Sahel region in Africa, the world’s most conflict heavy region. Collaborating with UN Security Council non-permanent members, this class will examine these recent conflicts, its impact on women, and the role of women as peace builders. From the denial of women’s and girl’s education in the recent Taliban takeover in Afghanistan to Africa’s Sahel region’s climate collapse which has impacted a gathering crisis in food security, access to water, migration, and the feminization of poverty, the class will analyze some of the root causes of recent conflict and provide new policy imperatives through a gender perspective. The confluence of the 3 Cs, conflict, climate change and COVID will continue to have a disproportionate impact on the lives and livelihoods of women.

This course will function as a lab to incubate new ideas and provide an opportunity for students to participate directly with important global changes on policy making. Through case studies in the two regions, students will learn an array of transformative policymaking tools to address the root causes of conflict and explore new approaches to peace building. Students will also engage with recent UN Security Council resolutions and directly connect with an amazing array of current global policymakers working in these geographies of conflict.

Policy makers expected to be guest speakers (virtually) in MLD-236 include:

From Africa’s Sahel Region:

    • E. Michel Biang, Gabon’s Ambassador to the UN (Security Council)
    • E. Cheikh Niang, Senegal’s Ambassador to the UN
    • E. Lang Yabon, The Gambia’s Ambassador to the UN
    • E. Ammo Baroud, Chad’s Ambassador to the UN
    • E. Fanday Turay, Sierra Leone’s Ambassador to the UN
    • E. Konfourou, Mali’s Ambassador to the UN
    • Under Secretary General Zainab Bangura, Head of UN Africa
    • David Moininia Senge, Sierra Leone Minister of Education and Innovation; Fellow MIT Media Lab

From Afghanistan:

    • Simar Samar, first woman Vice President of Afghanistan; Fellow at HKS’s Carr Center for Human Rights
    • Shukriya Barakzai, founding Chair of the Parliamentary Commission on Human Rights, Civil Society, and Women’s Rights and former Ambassador to Norway
    • Naheed Fareed, youngest woman parliamentarian and most recent Chair of the Parliamentary Commission on Human Rights, Civil Society, and Women’s Rights
    • Maria Basheer, first woman prosecutor in Afghanistan
    • Fawzia Koofi, member of Afghan delegation to Doha peace talks
Niger_Malian-refugee-sisters
Niger_Malian refugee sisters. Credit: Louise-Donovan

MLD Area chair, Hannah Riley Bowles, who also serves as Co-Director of the Women and Public Policy Program at HKS, commended Rangita’s HKS appointment, stating: “We are honored and delighted that HKS will continue to benefit from Rangita’s intellectual energy and role model. In addition to her scholarship on gender in international law, Rangita brings direct experience working with governments and international institutions to bring a gender lens to peace and security.”

Martha Minow, the 300th Anniversary University Professor at Harvard University and former Dean of Harvard Law School, recently said of Rangita, “I know of no one with more expertise, tenacity, and devotion when it comes to advancing women’s rights . . . Rangita would be a stellar contributor to the efforts to protect against gender-based violence and to make human rights meaningful regardless of an individual’s gender.”

MLD-236 with Rangita de Silva de Alwis be offered at Harvard Kennedy School in the fall semester. This course makes an excellent complement to the following other AY23 HKS courses:

If you have any questions about this course, or any other in the MLD curriculum, email Greg Dorchak, MLD Area Administrator.

About feature photo above: Sohaila Noori, 29, owner of a sewing workshop, poses at her workshop in Kabul, Afghanistan January 15, 2022.
Source: REUTERS/Ali Khara  (https://www.reuters.com/world/asia-pacific/afghan-women-losing-jobs-fast-economy-shrinks-rights-curtailed-2022-01-20/ )

Training for a New Generation of Leaders: MLD-322 The Art and Adventures of Public Leadership with David Gergen

Having spent an extraordinary lifetime advising and observing top leaders in politics, diplomacy, the military, business, higher education, and philanthropy, Public Service Professor of Public Leadership David Gergen is uniquely positioned to guide Harvard students aspiring to the highest levels of leadership.

Watch: David Gergen on what is necessary for leadership. CBS Sunday Morning profile video. May 2022 (Click to view)

In his course MLD-322 The Art and Adventures of Public Leadership, Gergen aims to help prepare rising members of a new generation for lives of service and public leadership. In an intimate seminar setting – smaller than past enrollments of this course – Gergen and students will explore together some of the key questions that confront those who seek to make a difference in an increasingly turbulent world.

Questions explored range from the personal to the political.  For instance, as you leave the Kennedy School and build a career, what are the personal qualities, values, and skills that one needs have or develop to lead successfully? When and how can one successfully jump into the public arena and still manage a balanced life at home? When facing a serious setback – a “crucible moment,” as Gergen calls them — how do you, as a young leader, find the resilience to recover and push yourself forward?  When is it the right time for you to enter the public arena? How do you find your voice and mobilize others? How do you build and nurture a strong team? How do you build and sustain a social movement?

For answers, Gergen draws on life journeys of leaders from different points in history, seeking out parallels and differences that can help students in their own leadership development. The leaders studied reflect the diversity of those who have struggled to create a more just and open world. The coursework includes biographical readings, leadership literature, films, classroom discussions, and also guest appearances by a diverse set of leaders who have wisdom to impart.

Cover of "Hearts Touched with Fire" a book by David GergenThis past Spring Gergen published an inspiring playbook for emerging change-makers called Hearts Touched with Fire. In the book Gergen has collected many of the stories and lessons learned from his years closely studying leaders, and he issues a call to the younger generations around the world to step up and lead through the array of challenges we are facing today. Both Gergen’s new book, and his previously published classic Eyewitness to Power are excellent companion readings to MLD-322 and other leadership development courses at Harvard Kennedy School like the courses in adaptive leadership, moral leadership, public narrative, and, also, American presidential leadership.

MLD-322 will be offered at Harvard Kennedy School in the fall semester. If you have any questions about this course, or any other in the MLD curriculum, email Greg Dorchak, MLD Area Administrator.

MLD-355: Public Narrative with Marshall Ganz — A Leadership Practice Translating Values into Action

According to MLD’s  Marshall Ganz, the Rita E. Hauser Senior Lecturer in Leadership, Organizing, and Civil Society, “To lead is to accept responsibility for enabling others to achieve shared purpose in the face of uncertainty.” But where should a student aspiring to lead for the the greater good begin?  For Ganz, the process of leadership starts with the “self” and builds outward into a constituency, creating “us,” a group that’s ready “now” to meet the challenges on the path to shared goals.  In MLD-355: Public Narrative Ganz and his highly collaborative teaching team introduce students to the discursive process through which individuals, communities, and nations learn to make choices, construct identity, and inspire action. The goal is teaching students to link their our own callings to that of a community that shares a call to action, translating deeply held personal values into effective action. Ganz continues, “Because it engages the ‘head’ and the ‘heart,’ Marshall Ganz's Public Narrative Leadership Pedagogy: Head, Heart, Handsnarrative can instruct and inspire – teaching us not only why we should act, but moving us to act.” Based on a pedagogy of guided reflective practice, students work in groups to learn to tell their own public narrative. Developing their own personal practice of public narrative builds students’ leadership capacity, and is especially critical when they are called to respond in moments of challenge like facing loss, lacking power, confronting inequality and difference, and enacting meaningful change.

Over the years Ganz and his course graduates have introduced public narrative training widely across the globe including in  the Obama presidential campaign (2007-8), Sierra Club, Episcopal Church, United We Dream Movement, the Ahel Organizing Initiative, (Jordan), Serbia on the Move (Belgrade), Avina (Bogata), National Health Service (UK), Peking University (Beijing), Tatua (Kenya), Community Organizing Japan (Tokyo) and elsewhere, proving the relevance of narrative practice across disciplines, professions, and cultures.

Students seeking to extend their narrative practice and learning often follow up MLD-355 in the spring by enrolling in Ganz’s other course MLD-377M: Organizing: People, Power, Change, in which put into practice what they’ve learned in organizations, movements, and campaigns of their own.

Beyond HKS, Ganz and graduates of his teaching have established the Leading Change Network, a global community of organizers, educators and researcher aiming ” To meet the challenges to democracy by developing the leadership to organize communities which build power and realize the values of equality, solidarity, and dignity.”

To learn more, view a complete (~75 minute) mini-workshop with Marshall Ganz introducing public narrative pedagogy on the YouTube channel of The Resistance School which was founded in March of 2017 by graduate students of HKS and other Harvard schools. Lesson 1 of the 15 short videos is below; the full set is here.

Well before COVID-19 moved HKS teaching online during the 2020-21 academic year, Ganz and his team with HKS Executive Education were pioneering the teaching of leadership and organizing online. With over 10 years experience developing his online public narrative Exec Ed course Ganz and his team have created an exceptionally strong model of experiential, interpersonal, and interdependent learning. For a sample of, and in-depth introduction to their online teaching pedagogy, view here a (~60 min) video of an online interactive session led by Ganz for Harvard Kennedy School faculty on his approach to online teaching.

MLD-355 will be offered at the Harvard Kennedy School in the fall semester, and MLD-377M will be taught in spring. For questions about these courses, or any other in the MLD curriculum, email Greg Dorchak, MLD Area Administrator. You may also contact Emily Lin, Program Director for Ganz’s Practicing Democracy Project (emily_lin@hks.harvard.edu).

Building Coalitions to Change Policy and Empower People: The William Monroe Trotter Collaborative for Social Justice

Conceived in 2018, at Harvard Kennedy School’s Center for Public Leadership, the William Monroe Trotter Collaborative for Social Justice advances the social justice and civil rights legacy of William Monroe Trotter. The Trotter collaborative, directed by Cornell William Brooks
fosters research on excellence in social justice and collaboration with local and national level organizations operating in the spheres of public interest and policy, as well as in the areas of community engagement and government. The collaborative conducts and employs applied research that supports efforts to promote advocacy, citizen activism, and impactful, non-partisan policy solutions to civil rights and social justice issues. Through this pedagogy, the Trotter Collaborative meaningfully addresses local and national civil rights challenges.William Monroe Trotter paintingLearn more about the William Monroe Trotter Collaborative by reading here, listening to, or watching, The Avant Guardian podcast, or following the Collaborative’s work in the news.

Dealing with Dysfunction: Innovative Problem Solving in the Public Sector – A Book Talk with author Jorrit de Jong – April 12, 2017

Join us for a discussion on April 12th with Jorrit de Jong, Lecturer in Public Policy and Management at HKS, Faculty Director of the Bloomberg Harvard City Leadership Initiative, and author of “Dealing with Dysfunction: Innovative Problem Solving in the Public Sector” (Brookings University Press).
Julie Boatright Wilson, Harry Kahn Senior Lecturer in Social Policy, HKS, and Matt R. Andrews, Senior Lecturer in Public Policy, HKS, will provide responses. Tony Saich, director of the Ash Center for Democratic Governance and Innovation and Daewoo Professor of International Affairs, will moderate. Book cover of Dealing with Dysfunction by Jorrit de Jong

About Dealing with Dysfunction

How can we intervene in the systemic bureaucratic dysfunction that beleaguers the public sector? De Jong examines the roots of this dysfunction and presents a novel approach to solving it. Drawing from academic literature on bureaucracy and problem solving in the public sector, and the clinical work of the Kafka Brigade — a social enterprise based in the Netherlands dedicated to diagnosing and remedying bureaucratic dysfunction in practice, this study reveals the shortcomings of conventional approaches to bureaucratic reform. The usual methods have failed to diagnose problems, distinguish symptoms, or identify root causes in a comprehensive or satisfactory way. They have also failed to engage clients, professionals, and midlevel managers in understanding and addressing the dysfunction that plagues them. This book offers conceptual frameworks, theoretical insights, and practical lessons for dealing with the problem. It sets a course for rigorous public problem solving to create governments that can be more effective, efficient, equitable, and responsive to social concerns.

De Jong argues that successfully remedying bureaucratic dysfunction depends on employing diagnostics capable of distinguishing and dissecting various kinds of dysfunction. The “Anna Karenina principle” applies here: all well-functioning bureaucracies are alike; every dysfunctional bureaucracy is dysfunctional in its own way. The author also asserts that the worst dysfunction occurs when multiple organizations share responsibility for a problem, but no single organization is primarily responsible for solving it. This points to a need for creating and reinforcing distributed problem-solving capacity focused on deep (cross-)organizational learning and revised accountability structures. Our best approach to dealing with dysfunction may therefore not be top-down regulatory reform, but rather relentless bottom-up and cross-boundary leadership and innovation. Using fourteen clinical cases of bureaucratic dysfunction investigated by the Kafka Brigade, the author demonstrates how a proper process for identifying, defining, diagnosing, and remedying the problem can produce better outcomes.

Date:

Wednesday, April 12, 2017, 4:15pm to 5:30pm

Location:

Ash Center for Democratic Governance and Innovation, Suite 200N, 124 Mt Auburn Street, Cambridge

Announcing the Social Innovation & Change Research Seminar Series

The Social Innovation and Change Research Seminar is a venue for researchers of social innovation and social change to present and receive feedback on their research. The seminar is explicitly multi-disciplinary; work may draw on fields as diverse as sociology, political science, psychology, economics, and other social science approaches.

On behalf of the recently launched Social Innovation and Change Initiative at Harvard Kennedy School, we invite you to join our inaugural research seminar.

THE FIRST SEMINAR IS TUESDAY, MARCH 7, 2017, featuring
Maureen Scully, Associate Professor of Management at the University of Massachusetts – Boston
on “Mobilizing the Wealthy: Doing “Privilege Work” and Challenging the Roots of Inequality”
Time: 12:30-2:00pm; Location: 124 Mt. Auburn, Suite 160, Room 105

Summary: Wealthy individuals stand to gain materially from economic inequality, and moreover, have shaped many organizational and societal practices that perpetuate economic
inequality to their advantage. Thus, they are unlikely allies in the effort to remedy economic inequality and indeed likely to contest systematic policies to reduce inequality. In this paper, however, we study the mobilization of a small group of wealthy activists who join allies from lower socioeconomic strata to expose and redress the root causes of wealth consolidation. They offer an instructive alternative to “philanthrocapitalism,” whereby the wealthy present their wealth accumulation as a superior qualification for addressing societal problems and do not address the root causes of how their wealth was amassed. Our study contributes to the growing literature on inequality and organizations, which are the vectors for distributing wages and investment returns, by examining how the wealthy may sometimes wrestle with the sources of their wealth. Advocacy from wealthy allies is unexpected and may jolt attention and change. We derive the concept of “privilege work” from our observations of an often awkward and fraught process that enables the wealthy to engage with their own privilege, use their insider knowledge of wealth accumulation as a lever for change, and work respectfully alongside underprivileged allies. Privilege work represents a new type of ally work along the dimension of socioeconomic class, with potential, even if limited, to disrupt escalating inequality. 

We hope to see you there!

Learn more about the Social Innovation and Change Initiative (SICI ; pronounced “sigh-see”)  and see listing of upcoming seminars at: http://sici-hks.org/