IR 344: Developing Countries in World Politics
Fall 2014
School of International Relations
University of Southern California
Monday, Wednesday 12:00-1:20p
Instructor: Jessica
Office Hours: Wed 10-11:45a and by appointmentOffice: THH 336
Course Description and Objectives
Development is a buzz word one often hears in both the study and practice of international relations. While various terms are used to describe states in relation to development (i.e. developing versus developed, 3rd world versus 1st world, global South versus global North) such terms do not capture the amazing amount of complexity and various cultural, political, economic and even ecological state of countries within the international system. Moreover these terms may not adequately capture alterative conceptualizations of development (i.e. GNH—gross national happiness) or the mechanisms which keep countries in perpetual states of underdevelopment. The principal goal of this course is to examine the political trends and patterns that have historically shaped and continue to influence the socio-political and economic development of the developing world. In doing so, we will explore various theories and concepts scholars have used to try to come to terms with the notion of development, and how to achieve it. In doing so we will explore various thematic questions throughout the semester, questions such as what is development? How do we measure it? Do we know a country is developing simply by looking at its economic growth, or do we need to use more comprehensive measures of development? How does a country’s history affect its development? Are extremely underdeveloped countries indefinitely trapped in poverty? Is economic globalization good for development? What is the role of Western nations? These and many other questions will be posed and explored.
Some of the general themes covered in this course include important topics like modernization and dependency theories, structural adjustment, the role of the West in fostering (or suppressing) development, the role of the South in perpetuating their own underdevelopment, the impact of liberalization policies on development, as well as the often discussed concepts of democracy and civil society.
Unfortunately it is not possible to survey all developing countries in one term (or one lifetime even!). We will however touch briefly on many different developing countries throughout this term. At the end of the semester students will be able to articulate their own definition of development and understand the multifaceted, complex and often contradictory processes of development both generally and within the context of specific countries. I would encourage those with real world or academic experience in developing countries to share their knowledge and experiences with the class.
Required Readings:
December Green and Laura Luehrman. 2011. Comparative Politics of the Third World 3rd Ed. Lynn Reinner
Paul Collier. 2007. The Bottom Billion: Why the Poorest Countries are Failing and What Can Be Done About it. Oxford University Press
*****Additional Readings will be posted on Blackboard*****
Grade Components:
Assessment of student competence will be based upon the following categories:
Development assignment 5%
Current event 5%
Pop Quizzes 10%
Debate Panel 25%
Debate Questions 5%
Midterm 25%
Final 25%
Development Assignment (5%)
Students will observe an issue, incidence or event which illuminates “development”or underdevelopment insecurity in their lives or their community. In 4-5 pages this paper will 1) explain the event, issue, or incidence; 2) present the student’s definition of under/development; 3) explain how the event chosen demonstrates development 4) explore whether this event you chose demonstrates development in relation to the state or to the individual 5) draw out whether state development is complementary to or at odds with human development. This assignment will be due on Wednesday 9/3 and must be submitted to turnitin.com before the start of class.
Current Events Presentation (5%)
Each student will present on a current event once during the semester. This presentation will be no more than 5 minutes in length and will present a news story that the student found interesting AND which relates to the course and its substantive topics. It is the responsibility of the students to keep up to date on news and media events by reading reputable news sources throughout the semester. Students will choose the date of their current events presentation the second week of class.
Pop Quizzes (10%)
Pop quizzes will take place throughout the semester to ensure that you are staying up to date on your reading and lecture material. They will take place randomly and will be given during the beginning of class.
Debate Panel (25%)
Debate panels will take place throughout the semester and will be a cross between a conference panel and a debate. Each group will consist of 6 people, divided into two opposing groups of 3 (one side will be the pro arguments, one the con arguments). It is your responsibility to come up with three arguments for each side, using readings, course materials, current events, case studies, blogs, film clips, etc., as supporting evidence. It is also expected that each group will submit a short summary of their argument (but not detailed, save that for the debate!) prior to the debate. The summaries must be emailed to me no later than 12pm the day before your scheduledpresentation. Failure to do so will result in 1% being taken of the final grade.
In addition to the debate panel, each student in the group must also provide the instructor with a 4-5 page paper on your preparation and research for the panel. This will be due on the Monday following your presentation. The paper should reflect upon your debate—how you prepared, your argument and the research you used to support it, what you learned about the particular issue being debate, as well as what you liked about the assignment or any challenges you faced. It must alsoinclude a list of references that you used. The reflection paper is worth 5% of the grade.
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I will moderate/chair the panel and keep time. You will each have 3-4 min to present your particular argument. We will then open the floor for questions and discussion.
Discussion Questions (5%)
During group debates those students who are not in the group are responsible for crafting discussion questions to be asked at the conclusion of the presentation. These questions can cover anything addressed during the presentation or that relates to the larger topic being discussed that week. Students will have the opportunity to pose these questions to the group in order to stimulate further discussion. Students will also turn in a hard copy of their questions at the end of that class period. Each question is worth 1% and students must hand in a total of 5 discussion questions throughout the semester.
Midterm (25%)
The midterm will be short answer/essay format. It will cover all material discussed in class to date.
Final: (25%)
The final will take place during the scheduled exam period during finals week. The format and requirements will be discussed later in the semester.
A Note on Attendance
I expect you to treat this class as you would anything you commit to. Thus the expectation is that you will be in every class and you will not be late or leave early. Excessive absence, tardiness or leaving class early will result in points being taken off your final grade. I consider two or more unexcused absences excessive.
Grading Scale
The final course grades will be based upon the following grade scale:
93 – 100 A90 – 92 A-
87 – 89 B+83 – 86 B80 – 82 B-
77 – 79 C+73 – 76 C70– 72 C-
67-69D+63-66D60-62 D-
0-59E
A Note On Grading
This is a college course, thus I expect you to do college work. Doing work that is not sufficient will result in a lowered grade. As the professor in this course I determine what is acceptable and what is not. I will not haggle over grades. If you complain to me about your grade or ask me to change it I reserve the right to take points off of that assignment.
Also, do not email me at the end of the semester to inquire about a grade. I will not respond to such emails. Any questions you have about final grades will be addressed next semester during a prearranged meeting time.
A Note on Recommendation Letters
Given the extensive requests I receive for recommendation letters I have implemented the following policy for ALL students. I will only accept requests for recommendation letters if you have taken at least two classes with me and received an A in both courses. If the previous requirements are met, I cannot guarantee that I will write you a letter, but I will take your request into consideration.
A Note On Emails
I am more than happy to respond and/or converse over email. Given the very busy schedules all of us have, I understand that sometimes email is the best and easiest way to contact me. However, I WILL NOT respond to your emails if 1) the information you are seeking and/or asking about is in the syllabus; 2) the information can be found on Blackboard; 3) I have addressed what you are inquiring about multiple times in class; 4) you ask me about a concept the night before an exam or date your assignment is due.
Classroom Policies
Classroom Conduct
Please be courteous at all times to your instructor and fellow students. Respect and tolerance is at the core of classroom discussion and I expect students and the professor to follow this at all times. Please refrain from sleeping in class, text messaging, listening to mp3 players and answering cell phones. All cell phones, iphones, mp3 players, blackberries, and similar devices should be switched off during class.Texting or surfing the web in class is NOT allowed. Participation is a large part of your grade and one cannot participate in classroom discussion if they are busy texting, on facebook, twittering etc. Any of the previously mentioned behaviors will result in points taken off from your final grade.
Communications
The best way to contact me is to email me or stop by my office hours. I encourage students to raise any issues or ask any questions they may have. In most cases I will respond to emails within 24 hours, though I ask that you give me 48 hours to respond before sending a follow up. I will also, at times, communicate with you through email or BLACKBOARD. It is your responsibility to check your emails and BLACKBOARD for any communications.
Policy on Missed deadlines
I WILL NOTprovide any makeups for current events presentations, group debates or discussion questions. I will be sending out a sign-up sheet for the current events presentation and debates the second week of class. Think very hard about which day/week you want to submit because once it is decided I will not change it FOR ANY REASON. If you are absent on the day you are supposed to present your current event or the day you are to hand in your discussion question you will forfeit the grade.
In regards to other assignments, students may miss deadlines only with university-accepted excuses. In the event of an EXCUSED illness, students should notify the professor prior to the deadline and no later than 24 hours after it has passed. Students must also provide proper documentation from their physician or another acceptable source. If students do not have an acceptable excuse then they are subject the following penalties:
All assignments are due at the beginning of class on the day that they are due in the syllabus. The “beginning” means the first five minutes. Any assignment turned in after the first five minutes of class will be docked half a letter grade. Anything turned in after 24 hours will be docked a whole letter grade. Assignments turned in after 24 hours will be subject to a 24 hour/1 letter grade deduction (48 hours= 2 letter grades, 72 hours= 3 letter grades, etc).
Statement for Students with Disabilities
I am happy to accommodate students with disabilities. However, I must be informed of these accommodations. Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m.–5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776
Statement on Academic Integrity
USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All students are expected to understand and abide by these principles. Scampus, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix A: Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at:
Policy on Cheating and Plagiarism
All students should observe the University of Southern California’s standards of academic honesty. Progress in the social sciences is predicated on the principle of open access to theories and results produced by other scholars. We staunchly seek to guard our peers’ intellectual property because that is the only way we can make sure that science as we know it survives. You are expected to participate fully in our efforts. In the event that a student is found cheating or plagiarizing, the student will automatically fail the course and will be reported to Student Judicial Affairs.
Acts of Cheating and Plagiarism include:
?Turning in a paper or any other assignment that was written by someone else (i.e. another student, a research service, a scholar, downloaded off the internet).
?Copying, verbatim, a sentence or a paragraph of text from the work of another author without properly acknowledging the source through a commonly accepted citation style and using quotation marks.
?Paraphrasing (i.e. restating in your own words) text written by another author without citing that author.
?Using an unique idea or concept, which you discovered in a specific reading without citing the author.
*****All assignments will be turned in to turnitin.com to check for plagiarism*****
Bottom Line: DO NOT PLAGARIZE OR CHEAT!!!!!!!!
Part I: Defining Under/Development
Week One (8/25-8/27): Introductions
Readings: Green Chapter 1
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Week Two (9/1-9/3): What is “Development”?
William Easterly, Chap 1 “Planners versus Searchers” and Chap. 2 “The Legend of the Big Push” (BLACKBOARD)
Joseph E. Stiglitz and Lyn Squire, “International Development: Is it Possible?”
Foreign Policy (Spring 1998), pp. 138-151. (BLACKBOARD)
No Class 9/1: Labor Day
Wed 9/3: Development Assignment Due
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Week Three (9/8-9/10):Colonialism and Independence
Readings: Green Chapters 2-4
Wednesday
William Easterly, Chapter 8 “From Colonialism to Post-Modern Imperialism” (BLACKBOARD)
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Week Four(9/15-9/17): Theoretical Approaches to Development
Readings:
Monday
Howard Handelman, “The Causes of Underdevelopment” and pp. 15-26 (BLACKBOARD)
Fangjun “Modernization Theory and China’s Road to Modernization (BLACKBOARD)
Wednesday
Smith “The Logic of Dependence Theory (BLACKBOARD)
Velasco “Dependency Theory” (BLACKBOARD)
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Part II: Economic, Social and Political Issues
Week Five (9/22-9/24): Trade and Debt
Readings:
Howard Handelman, “The Role of the State” and “Industrialization Strategies.” pp. 277-295 (BLACKBOARD)
Wed (9/24) Debate Question #1: Should Global South Debt be completely forgiven?
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Week Six (9/29-10/1):SAPs
Readings: Green Chap 7
Easterly, Chap. 6 “Bailing Out the Poor” (BLACKBOARD)
Wed (10/1) Debate Question #2: Do SAPs encourage or retard development?
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Week Seven (10/6-10/8): Aid and Alternative Development Schemes
Readings: Green 8
Easterly, Chap. 5 “The Rich Have Markets, the Poor Have Bureaucrats (BLACKBOARD)
Paul Collier, “Aid to the Rescue?” (BLACKBOARD)
Gary Woller and Warner Woodworth. 2001. “Micro-credit as Grassroots Policy for International Development” Policy Studies Journal 29(2) (BLACKBOARD)
Wed (10/8) Debate Question #3: Is aid more effective when given at the state level or the grassroots level?
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Week Eight (10/13-10/15):Review and Midterm
Wednesday 10/15: MIDTERM
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Week Nine (10/20-10/22): Cultural Pluralism and Ethnic Divisions
Readings: Green Chapter 10 and 17
Handelman Chap. 4 “The Politics of Cultural Pluralism and Ethnic Conflict” (BLACKBOARD)
Wed (10/22) DEBATE #4: Can development benefit all equally or does development always entail that some are winners and other are losers?
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Week Ten (10/27-10/29):Gender
Readings: Green p. 112-115
Handelman, Chap.5 “Women and Development” (BLACKBOARD)
Visvanathan et al. Excerpt from “The Women, Gender and Development Reader” (BLACKBOARD)
Wed (10/29) Debate Questions #5: Is gender equality necessary for development?
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Week Eleven (11/3-11/5):Environment and Sustainable Development
Readings: Sen Chap 9
Handelman “The Search for Sustainable Development” (BLACKBOARD)
Wed (11/5) DEBATE #6: Is “true” sustainable development possible?
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Week Twelve (11/10-11/12):Democracy and Democratization
Readings: Green Chapters 14-15
Easterly Chapter 4 “Planners and Gangsters (BLACKBOARD)
Wed (11/12) DEBATE#7: Is democracy the best form of government for a country pursuing development?
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Week Thirteen(11/17-11/19):The Bottom Billion
Readings: Collier: Parts 1 and 2 (Introduction, The Traps)
Wed (11/19) DEBATE #8: Are some countries simply doomed to fail in any attempt they undertake to develop?
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Week Fourteen (11/24-11/26):The Bottom Billion
Readings:Collier: Part 3 (Interlude)
No Class 11/26: Thanksgiving Break
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Week Fifteen (12/1-12/3):The Bottom Billion
Readings: Collier: Part 4 and 5 (Instruments, Conclusion)
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Week Sixteen: Finals
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