Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "PL 340"
COURSE NAME: "Politics of Developing Countries"
SEMESTER & YEAR: Spring 2022

SYLLABUS

INSTRUCTOR: Matteo Caravani
EMAIL: [email protected]
HOURS: TTH 4:30 PM 5:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: PL 223
OFFICE HOURS: By appointment

COURSE DESCRIPTION:
The definition of Third World has been applied to countries which, albeit located in different geographic areas of the globe, are affected by similar features and problems: recent independence from colonial rule, limited economic development, overpopulation, insufficient infrastructures and availability of public hygiene/health care/education, persisting dependency on developed countries and attempts at reducing or altogether eliminating it. The course will explore the various patterns with an emphasis on three aspects. The first will examine comparative theories of social backwardness and belated development, particularly those elaborated by Bairoch, Gerschenkron, Barrington Moore jr., Skocpol and others. The second will discuss geography and historical issues: colonialism, imperialism, decolonization and the impact of the Cold War being the main ones. The third will focus on the past couple of decades and the current situation. In examining country studies, particularly focused on the roots of democratic systems and of stability, the dichotomies of dictatorship and democracy, national sovereignty and human rights, globalization and autarchy will be analyzed and assessed.

SUMMARY OF COURSE CONTENT:
The course has an historical approach that debates several and diverse political ideas of development, ranging from the paradigm of modernization that emerged after World War II to its critique with the idea of dependency and world-scale analysis that emerged in the 1970s. The course also introduces the neoliberal counter-movement implemented through the structural adjustments programmes that provided a different idea of development which was mainstreamed in the 1980s. Finally, the course presents the critical literature that has emerged against the neoliberal policies and programmes implemented by state and non-state actors.

LEARNING OUTCOMES:
On completion of this course, students should: a) gain critical understanding of the root causes of developing countries’ “underdevelopment” and the reasons why they stay poor; b) demonstrate knowledge of key concepts such as development and poverty, and the difference between a developed and a developing country; c) acquire a more diverse understanding of how development is understood differently by states, people and the international aid industry.

TEXTBOOK:

NONE

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
Mid-Term Exam	The mid-term exam will focus on the first part of the course and students will respond to 3 written open questions in class.	25%
Oral Presentation	Students will deliver a 10 minutes class presentation on their final essay topic (in agreement with the instructor).	10%
Final-Term Exam	The final-term exam will focus on the second part of the course and students will respond to 3 written open questions in class.	25%
Final Essay	Students will write an essay (3000 words or 12 pages, 1.5 spaced, Times New Roman 12) on a topic of their choice in consultation with the instructor.	25%
Attendance and Participation	Attendance and participation are mandatory for this class. The instructor will occasionally check on this particular aspect by asking questions related to the assigned readings and ensuring that students are able to raise critical questions and expose their responses to the readings. More than six unjustified absences will result in a failure to pass the course.	15%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:
The definition of Third World has been applied to countries which, albeit located in different geographic areas of the globe, are affected by similar features and problems: recent independence from colonial rule, limited economic development, overpopulation, insufficient infrastructures and availability of public hygiene/health care/education, persisting dependency on developed countries and attempts at reducing or altogether eliminating it. The course will explore the various patterns with an emphasis on three aspects. The first will examine comparative theories of social backwardness and belated development, particularly those elaborated by Bairoch, Gerschenkron, Barrington Moore jr., Skocpol and others. The second will discuss geography and historical issues: colonialism, imperialism, decolonization and the impact of the Cold War being the main ones. The third will focus on the past couple of decades and the current situation. In examining country studies, particularly focused on the roots of democratic systems and of stability, the dichotomies of dictatorship and democracy, national sovereignty and human rights, globalization and autarchy will be analyzed and assessed.

ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.

STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

Weekly Themes and Key Readings

Week 1, 2 and 3 – Theories of Modernization, Dependency and World System

Class 1

General introduction to the course, students’ expectations and their background, roles and responsibilities.

Class 2

· Walter Rostow, Stages of Economic Growth

Class 3

· Samir Amin, Eurocentrism

Class 4

· Samir Amin, Unequal Development: An Essay on the Social Formations of Peripheral Capitalism

Class 5

· Immanuel Wallerstein, World System

Class 6

· Theda Skocpol, Wallerstein’s World Capitalist System: A Theoretical and Historical Critique

· Video (5min): https://www.youtube.com/watch?v=jbkSRLYSojo

Week 4 and 5 – Anticolonial critiques

Class 7

· Aimè Cesaire, Discourse on Colonialism

Class 8

· Walter Rodney, How Europe Underdeveloped Africa

Class 9

· Mahmood Mamdani, Citizen and Subject

Supplementary reading:

· Frederick Cooper, Colonialism in Question: Theory Knowledge, History

Class 10

-“The Battle of Algiers” by Gillo Pontecorvo

Week 6, 7 and 8 – Counter Revolution / Neoliberalism

Class 11

· Elliot Berg, Accelerated Development in Sub-Saharan Africa: An Agenda for Action

Class 12

· Hernando De Soto, The Mystery of Capital: Why Capitalism Triumphs in the West and Fails Everywhere Else

Class 13

· Joseph Stiglitz, Globalization and its Discontents

Class 14

· Thandika Mkandawire, Can Africa turn from Recovery to Development?

Class 15

· David Harvey, A Brief History of Neoliberalism

Class 16

Mid Term Assessment, 1H, 3 Open Questions

Week 9, 10 and 11 – Critical Perspectives

Class 17

· Jean-Francois Bayart, The State in Africa The Politics of The Belly

Class 18

· Patrick Chabal and Jean-Pascal Daloz, Africa Works Disorder as Political Instrument

Class 19

· Thandika Mkandawire, Neopatrimonialism and the Political Economy of Economic Performance in Africa Critical Reflections

Class 20 (April 5)

· James Scott, Seeing Like a State

Class 21 (April 7)

· James Ferguson, Anti-Politics Machine

Class 22 (April 12)

· Arturo Escobar, Encountering Development: The Making and Unmaking of Third World

Week 12, 13 and 14 – Politics of Development and International Aid

Class 23 (April 14)

· David Mosse, Cultivating Development

Class 24 (April 19)

· Tania Li, The Will to Improve

Class 25 (April 21)

· Daniela Gabor, The Wall Street Consensus

Class 26 (April 26)

· Oral Presentations for Final Essays

Class 27 (April 28)

Final Term Assessment, 1H, 3 Open Questions