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JOHN CABOT UNIVERSITY
COURSE CODE: "PL 340"
COURSE NAME: "Politics of Developing Countries"
SEMESTER & YEAR:
Summer Session I 2024
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SYLLABUS
INSTRUCTOR:
Jack Mangala
EMAIL: [email protected]
HOURS:
MTWTH 11:10 AM 1:00 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Prerequisite: PL 223
OFFICE HOURS:
MTWTH, 11:10-1:00 PM
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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.
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SUMMARY OF COURSE CONTENT:
The course is divided into 5 parts. Part 1 seeks to understand the
developing world by revisiting the dominant conceptual frameworks and
theoretical approaches from the liberal and critical traditions that have been offered to its study. Part 2 investigates the social and cultural context of
underdevelopment through an examination of inequality, ethnopolitics and
nationalism, religion, women and gender, civil society and alternative politics
in the developing world. Part 3
discusses the relationship between the state and the society in the developing
world by looking at how the state has been theorized as well as its influence
on the democratization process as well as the politics of good governance and
aid conditionality. Part 4 investigates policy making, strategies and
priorities by the developing world as these countries seek to respond to
development, environmental and human rights challenges. Part 5 revisits some of
the key themes raised in earlier parts through a robust examination of eight
case studies from Indonesia, South Africa, Iraq, Pakistan, Nigeria, Mexico,
China and India that illustrate some enduring challenges and emerging trends in
the developing world dealing respectively with the reconfiguration of the
political order, the role of the military in politics, as well as
expanding south-south relations against the backdrop of growing political and economic clout of countries like India and China.
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LEARNING OUTCOMES:
After
completing this course, the student will be able to:
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describe
the rich diversity and variety of countries in the developing world;
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summarize the dominant conceptual frameworks and theoretical approaches
through which to understand the developing world;
► assess the importance
of historical, political, economic, social and cultural factors affecting
development in the “developing world”;
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articulate the role of the global economy and politics in shaping social,
political and economics trajectories in the developing world;
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think critically about the challenges and emerging trends in the developing
world.
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| Politics in the Developing World | Peter Burnell, Lise Rakner, and Vicky Randall | Oxford University Press | 9780198737438 | | | Hard Copy | | |
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Mid-Term Exam | Identifications, Long and Short Answers. See course calendar for date. | 25% |
| Final Exam | Identifications, Long and Short Answers. See course calendar for date. | 25% |
| Position paper | Students will be required to write 1 position paper (4 pages) on assigned topics and participate in class discussion. | 20% |
| Case study discussion | Students will be assigned a case study to investigate in depth and are expected to lead class discussion on their assigned case. | 20% |
| Attendance and presence of mind | Participation, Attendance and Presence of Mind are mandatory for this class. The goal here is to advance towards the art of asking good questions. Quality, not quantity of participation is what counts, although some quantity is better than no quality. Students will be allowed 2 unexcused absences. Each unexcused absence thereafter will result in the lowering of the attendance grade by 1/3rd a letter grade. More than 12 unexcused absences will result in a failure to pass the course. | 10% |
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-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:
Participation, Attendance and Presence of Mind are mandatory for this class. The goal here is to advance towards the art of asking good questions. Quality, not quantity of participation is what counts, although some quantity is better than no quality. Students will be allowed 1 unexcused absence. Each unexcused absence thereafter will result in 5% penalty.
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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.
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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.
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SCHEDULE
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Course Calendar: Please
note that this is not the final syllabus. A finalized schedule of readings
and assignments will be distributed to students at the beginning of the
summer session I on May 20, 2024.
Caveat:
This syllabus is
composed in good faith, with a schedule of reading assignments, exams and
other activities. Still, the instructor reserves the right to make
adjustments to this schedule as deemed necessary for the overall success of
the class. Any changes will be communicated as far in advance as feasible,
and you are responsible for knowing if and when any changes have been made.
Readings: Readings from Politics of
Developing Countries are referred to as BR. For additional readings, full references will be provided.
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Part
I. Understanding the Developing World:
Conceptual
Framework and Theoretical Approaches
Class 1 (May 20): Course introduction /the nature of underdevelopment
Read:
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BR, 1-7
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Marglin, S. A., 2003. “Development as Poison: Rethinking the
Western Model of Modernity,” Harvard
International Review, 25 (1).
Class 2: Dominant liberal and critical theories
Read:
Class
3: Colonialism and post-colonial development
Read:
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BR, 36-52
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Young, C.M., 2004. “The end of the post-colonial state in Africa?
Reflections on changing African political dynamics,” African Affairs, 103: 23-49
Class
4: Institutional perspectives
Read:
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BR, 53-70
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Sangmapam, S.N., 2007. “Politics Rules: The False Primacy of
Institutions in the Developing Countries,” Political
Studies, 55:1, 201-224.
Class
5: The developing world in the global economy and world politics
Read:
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BR, 71-108
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Evans, P., 2008. “Is an Alternative Globalization Possible?,” Politics and Society, 36:2 (June):
271-305
Part II. Social and Cultural Contexts in the Developing World
class 6:
Inequality
Read:
Class
7: Ethnopilitics and nationalism
Read:
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BR, 127-144
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Kanchan Chandra, 2006. “What Is Ethnic Identity and Does It Matter?,”
Annual Review of Political Science,
9:397-424.
Class
8: Religion and politics
Read:
Class
9: Mid-term Exam
Class 10: Women and gender
Read:
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BR, 164-181
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Coleman, I., 2006. “Women, Islam, and the New Iraq,” Foreign Affairs, Jan/Feb.
Class
11: Civil society, people power and alternative politics
Read:
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BR, 182-222
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Escobar, A., 1992. “Reflections on ‘Development’: Grassroots
approaches and alternative politics in the Third World,” Futures, 24(5): 411-436.
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Leopold, E. and McDonald, D.A., 2012. “Municipal Socialism Then and
Now: Some Lessons for the Global South,” Third
World Quarterly, Vol.33 (10): 1837-1853.
Part III. State and Society Relationships in the Developing World
Class
12: State: origin and key features
Read:
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BR, 223-240
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Cotton, J., 1992. “Understanding the State in South Korea:
Bureaucratic-Authoritarian or State Autonomy Theory?” Comparative Political Studies, 24(4): 512-531.
Class
13: Democratization
Read:
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BR, 257-276
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Acemoglu, D., 2013. “Development Won’t Ensure Democracy in Turkey,”
The New York Times, June 5.
Class
14: Governance and aid conditionality
Read:
Part IV. Key Development Policies and Strategies
Class15: Economic growth and poverty reduction
Read:
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BR, 299-315
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Balassa, B., 1988. “The Lessons of East Asian Development: An
Overview,” Economic Development and
Cultural Change, 36(3): 273-293
Class 16: Environment and development
Read:
Class
17: Human rights
Read:
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BR, 335-353
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Goldstone, R., 2006. “A South African Perspectives on Social and
Economic Rights,” Human Rights Brief,
Vol. 13 (2).
Part V. Enduring Challenges and Emerging Trends
Class 18: Political
reconfiguration and nation-building
Read:
Case studies # 1 Discussion
Class 19: Military in
politics v. democratic advance
Read:
Case Studies # 2 Discussion
Class 20: New trends and
dynamics in South-South relations
Read:
Case Studies # 3 Discussion
Class 21: Final Exam
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