EPOKA UNIVERSITY
FACULTY OF LAW AND SOCIAL SCIENCES
DEPARTMENT OF POLITICAL SCIENCE AND INTERNATIONAL RELATIONS
COURSE SYLLABUS
2025-2026 ACADEMIC YEAR
COURSE INFORMATIONCourse Title: POLITICS OF HUMAN RIGHTS |
| Code | Course Type | Regular Semester | Theory | Practice | Lab | Credits | ECTS |
|---|---|---|---|---|---|---|---|
| PIR 351 | B | 5 | 2 | 2 | 0 | 3 | 5 |
| Academic staff member responsible for the design of the course syllabus (name, surname, academic title/scientific degree, email address and signature) | Dr. Eglantina Farruku efarruku@epoka.edu.al |
| Main Course Lecturer (name, surname, academic title/scientific degree, email address and signature) and Office Hours: | Dr. Eglantina Farruku efarruku@epoka.edu.al |
| Second Course Lecturer(s) (name, surname, academic title/scientific degree, email address and signature) and Office Hours: | NA |
| Language: | English |
| Compulsory/Elective: | Compulsory |
| Study program: (the study for which this course is offered) | Bachelor in Political Science and International Relations (3 years) |
| Classroom and Meeting Time: | |
| Teaching Assistant(s) and Office Hours: | NA |
| Code of Ethics: |
Code of Ethics of EPOKA University Regulation of EPOKA University "On Student Discipline" |
| Attendance Requirement: | |
| Course Description: | What do we mean by “human rights”? Are these rights universal? How are they legitimated by victims and their advocates? Under what conditions have human rights been most systematically violated since the drafting of the Universal Declaration of Human Rights (UDHR) in 1948? Who were the primary violators, and who were the victims? What types of international, state, or local institutions have been most effective in addressing these violations, and why? What have been, or should have been, the respective roles of international institutions, states, citizens, and non-governmental organizations in promoting human rights protections? Why should “we” (in the United States) care about promoting human rights abroad, or should we? What are the trade-offs between national sovereignty and international action in compelling respect for human rights? |
| Course Objectives: | The objective of this course is to provide students with a comprehensive understanding of the political and legal dimensions of human rights in the contemporary world. It aims to examine how human rights are conceptualized, institutionalized, and contested within international and domestic frameworks. By exploring theoretical debates such as universalism versus cultural relativism, and by analyzing case studies on civil, political, economic, social, and cultural rights, the course encourages students to critically assess the effectiveness of international human rights law in addressing global challenges including globalization, environmental protection, child rights, and human trafficking. Ultimately, the course seeks to develop students’ analytical, research, and critical thinking skills, enabling them to evaluate human rights practices and engage in informed debate about their future evolution. |
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BASIC CONCEPTS OF THE COURSE
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| 1 | The Politics of Human Rights Introduces the origins, meaning, and political significance of human rights in the modern international system. |
| 2 | The Universality Debate of Human Rights explores whether human rights apply equally to all people regardless of culture or context. |
| 3 | The Development of International Human Rights Law analyzes how international human rights law evolved and whether it effectively influences state behavior. |
| 4 | Political and Civil Rights and National Security focuses on balancing fundamental freedoms with the state’s duty to protect national security. |
| 5 | Economic, Social and Cultural Rights studies rights related to work, education, health, and living standards, and how states implement them. |
| 6 | Economic Globalization and Human Rights: Labor Rights and the Role of MNCs explores how global markets and multinational corporations impact labor standards and human rights. |
| 7 | Human Rights and the Right to a Healthy Environment discusses environmental protection as a human right and its link to climate change and sustainability. |
| 8 | Children’s Rights as Human Rights introduces the idea of children as independent rights-holders under international law. |
| 9 | Human Rights and Human Trafficking analyzes trafficking as a major human rights violation and reviews international legal responses. |
| 10 | The Future of Human Rights reflects on emerging challenges such as technology, inequality, and globalization shaping the next phase of human rights. |
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COURSE OUTLINE
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| Week | Topics |
| 1 | Introduction to Politics of Human Rights Law. This session introduces the origins, philosophical foundations, and political dimensions of human rights as both moral claims and legal norms.. Krennerich, Ch. 1 (“Human Rights and Politics”), pp. 1–15; Human Rights Textbook, “Introduction”, pp. 1–10 |
| 2 | The Development of International Human Rights Law: Does International Human Rights Law matters? The focus is on the historical development of international treaties and institutions and whether they have real impact on state behavior., Ch. 3, pp. 33–50; Oona Hathaway, “Do Human Rights Treaties Make a Difference?” Yale Law Journal (2002), pp. 1935–2042 |
| 3 | Political and Civil Rights, and National Security.Students analyze the tension between protecting individual freedoms and maintaining national security in times of crisis. Krennerich, Ch. 4, pp. 51–68; Human Rights Textbook, “National Security, Terrorism and Armed Conflict”, pp. 70–90 |
| 4 | Economic, Social and Cultural Rights. This week explores state obligations and justiciability of socio-economic rights like health, education, and housing., Ch. 5, pp. 69–85; Human Rights Textbook, “Economic, Social, and Cultural Rights”, pp. 91–110 |
| 5 | The universality debate of human rights-Part 1. Students explore the argument that human rights are universal and apply to all individuals regardless of culture, tradition, or geography. Krennerich, Ch. 2, pp. 16–32; Jack Donnelly, Universal Human Rights in Theory and Practice, pp. 1–20 |
| 6 | The universality debate of human rights-Part 2.This lecture examines cultural relativism and post-colonial critiques that challenge the Western dominance in defining human rights standards.Makau Mutua, “Savages, Victims, and Saviors: The Metaphor of Human Rights”, Harvard ILJ (2001), pp. 201–245; Human Rights Textbook, “Rights vs. Duties”, pp. 30–45 |
| 7 | Midterm |
| 8 | Economic Globalization and Human Rights: Labor Rights and the Role of MNCs. This lecture explores how multinational corporations influence human rights and labor standards in the global economy.John Ruggie, “Protect, Respect and Remedy” Framework, UN Report (2008), pp. 1–25; Krennerich, Ch. 6, pp. 86–100 |
| 9 | Human Rights and the Right to a Healthy Environment. Students discuss how environmental degradation and climate change affect the realization of fundamental human rights..Human Rights Textbook, “Climate Change, the Environment and the Right to Development”, pp. 111–130; UN Human Rights Council, Resolution 48/13 (2021) |
| 10 | Children’s Rights as Human Rights-Part 1. The session introduces the Convention on the Rights of the Child and the concept of children as independent rights holders.Convention on the Rights of the Child (1989), Articles 1–41; UNICEF Brief “Children’s Rights and Human Rights”, pp. 1–15 |
| 11 | Children’s Rights as Human Rights-Part 1. The lecture examines practical challenges in implementing children’s rights and the role of international monitoring mechanisms.Human Rights Textbook, “Children’s Rights”, pp. 131–150; case study: A. v. UK (ECHR, 1998) |
| 12 | Human Rights and Human Trafficking. Students explore international legal responses to human trafficking and the protection of victims’ rights.Palermo Protocol (2000), Articles 1–11; OHCHR Report “Trafficking in Persons and Human Rights”, pp. 1–25 |
| 13 | The future of human rights. The course concludes with a reflection on emerging challenges such as artificial intelligence, surveillance, and digital rights. Krennerich, Ch. 7, pp. 101–118; Yuval Noah Harari, “AI and Human Rights in the 21st Century”, Foreign Affairs, 2023 |
| 14 | Review; Debrief for the semester |
| Prerequisite(s): | - |
| Textbook(s): | Michael Krennerich (2024). Human Rights Politics: An Introduction. Springer Nature. Rhona K. M. Smith (2022). International Human Rights Law, 10th Edition. Oxford University Press. |
| Additional Literature: | Jack Donnelly (2013). Universal Human Rights in Theory and Practice. Cornell University Press. – Explores the philosophical and practical foundations of human rights and the universality debate. Philip Alston & Ryan Goodman (2013). International Human Rights. Oxford University Press. – A classic text combining theoretical insight with case law and treaty analysis. Kathryn Sikkink (2017). Evidence for Hope: Making Human Rights Work in the 21st Century. Princeton University Press. – Discusses empirical evidence of the global impact of human rights movements. Oona Hathaway (2002). “Do Human Rights Treaties Make a Difference?” Yale Law Journal, 111(8): 1935–2042. – A seminal article evaluating the effectiveness of human rights treaties. Makau Mutua (2001). “Savages, Victims, and Saviors: The Metaphor of Human Rights.” Harvard International Law Journal, 42(1): 201–245. – A critical post-colonial perspective on the politics of human rights discourse. John Ruggie (2008). “Protect, Respect and Remedy” Framework: Business and Human Rights. United Nations Report. |
| Laboratory Work: | -None |
| Computer Usage: | -None |
| Others: | No |
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COURSE LEARNING OUTCOMES
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| 1 | Students will be able to: Define and explain the core concepts, principles, and historical development of international human rights law and politics. |
| 2 | Differentiate between universalist and cultural relativist perspectives in the global human rights debate |
| 3 | Identify and analyze the main international instruments, institutions, and mechanisms that protect and promote human rights. |
| 4 | Assess the relationship between state sovereignty, international law, and human rights enforcement. |
| 5 | Examine the interdependence between civil, political, economic, social, and cultural rights within diverse political contexts. |
| 6 | Critically evaluate the effectiveness of human rights treaties and the impact of international organizations and NGOs. |
| 7 | Discuss the role of globalization, multinational corporations, and non-state actors in shaping human rights practices. |
| 8 | Interpret contemporary human rights challenges such as environmental protection, migration, trafficking, and children’s rights through a legal and political lens. |
| 9 | Apply theoretical and legal frameworks to case studies and real-world situations in national and international settings. |
| 10 | Develop well-reasoned arguments and research-based perspectives on the future of human rights in an evolving global order |
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COURSE CONTRIBUTION TO... PROGRAM COMPETENCIES
(Blank : no contribution, 1: least contribution ... 5: highest contribution) |
| No | Program Competencies | Cont. |
| Bachelor in Political Science and International Relations (3 years) Program | ||
| 1 | Having and using advanced knowledge and comprehension supported by textbooks including actual knowledge in political sciences and international relations literature, materials and the other scientific resources. | 3 |
| 2 | Analyzing data, ideas and concepts of current political issues and international relations, determining complex events and topics, making discussions and developing new suggestions in accordance with researches. | 3 |
| 3 | Having knowledge and thought about actual topics and problems together with their historical, social and cultural aspects. | 4 |
| 4 | Introducing those who are interested in politics and international events with the topics of Political Science and IR and teaching clearly the problems and the types of solutions. | 3 |
| 5 | Improving skills of working together with the main social science disciplines and other disciplines which are related to Political Science and International Relations. | 4 |
| 6 | Improving critical thinking and skills in making research independently. | 3 |
| 7 | Developing solutions about the problems and conflicts which are common in national and international arena. | 2 |
| 8 | Improving skills for leadership and research and analyze capacity of those who is responsible with national and international ones. | 2 |
| 9 | Knowing any foreign language enough to communicate with colleagues and understand actual researches and articles. | |
| 10 | Gaining IT skills to use computer and technology) in order to reach actual knowledge. | |
| 11 | Gaining skills to follow societal, scientific and ethic values during collecting, interpreting, conducting of data related to social and political developments. | 4 |
| 12 | Having consciousness about human rights and environment. | 5 |
| 13 | Gaining the skills to follow actual developments and pursue long-life learning. | 5 |
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COURSE EVALUATION METHOD
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| Method | Quantity | Percentage |
| Midterm Exam(s) |
1
|
30
|
| Presentation |
1
|
10
|
| Term Paper |
1
|
20
|
| Final Exam |
1
|
40
|
| Total Percent: | 100% |
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ECTS (ALLOCATED BASED ON STUDENT WORKLOAD)
|
| Activities | Quantity | Duration(Hours) | Total Workload(Hours) |
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 2 | 32 |
| Mid-terms | 1 | 20 | 20 |
| Assignments | 0 | ||
| Final examination | 1 | 20 | 20 |
| Other | 1 | 5 | 5 |
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Total Work Load:
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125 | ||
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Total Work Load/25(h):
|
5 | ||
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ECTS Credit of the Course:
|
5 | ||
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CONCLUDING REMARKS BY THE COURSE LECTURER
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This course provides students with a comprehensive foundation in the political and legal dimensions of human rights, encouraging them to think critically about how global norms are created, interpreted, and applied. By the end of the semester, students will not only understand the historical and theoretical underpinnings of human rights law but will also be able to analyze real-world challenges such as globalization, inequality, environmental degradation, and the protection of vulnerable groups. Ultimately, the course seeks to foster informed, ethical, and socially responsible thinkers capable of engaging with the evolving debates surrounding human dignity, justice, and the rule of law |