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JOHN CABOT UNIVERSITY
COURSE CODE: "PL 223-1"
COURSE NAME: "Comparative Political Systems"
SEMESTER & YEAR:
Spring 2014
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SYLLABUS
INSTRUCTOR:
Michael Driessen
EMAIL: [email protected]
HOURS:
MW 3:00 PM 4:15 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
OFFICE HOURS:
TTH 1:30-3:30pm
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COURSE DESCRIPTION:
This course is designed to be an introductory exposé of the study of “comparative politics,” one of the four classic subfields of research in the American school of Political Science. The study of comparative politics is an exercise in categorization and understanding which attempts, heroically or tragically, to chart and even predict the multitudinous political trajectories of nation-states around the planet. This course will introduce the student to a basic set of concepts and ideas which comparative political scientists employ to analyze differences and similitudes in the present and future political life of any given country. Although we will meditate on the origins of modern political systems, much emphasis will be put on using these meditations to understand contemporary political life. The personal digestion of current political events by the student will be key to this enterprise. In general, therefore, the course will tell a story about the modern nation-state, what differences have emerged among nation-states over the last 150 years and why. Ultimately, we will attempt to understand something about how human organizations deal with power and peace and stability and poverty and money and the restraining and avoiding of wars and facing evil and the whole polyphonic mess of the human experience.
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SUMMARY OF COURSE CONTENT:
The course is divided into 3 sections which look at 1) Comparative Politics in Western Modernity; 2) Transitions, Revolutions and 3rd Wave Considerations; and 3) New Directions in Comparative Politics. Over 9 units, we will study 10 countries along a timeline and critically chart out how these states differ and converge in the ways in which they organize power and distribute goods to citizens. In order of appearance, they are Great Britain, Italy, USSR, USA, Chile, the Czech Republic, Congo, Iran, China, and Egypt. Each unit introduces one major 1)Regime Type; 2) Country Example 3) Political Idea or Theme. Along the way, the student will learn something about the dominant enduring topics of study of comparative politics, including liberalism, fascism, communism, democracy, democratic transitions, ethnic politics, civil war, political economies, identity politics, authoritarianisms, electoral systems, political parties and revolution.
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LEARNING OUTCOMES:
My pedagogical hope is that students will finish this course equipped with a foundational set of tools to critically distinguish among modern political systems that will allow them to begin to analyze the relationships between the ideas, institutions, cultures and histories which underpin these systems. They will also learn the defining political characteristics of 10 modern nation-states. The essential goal will be to help students to begin practicing a higher level of political analysis and a more nuanced appreciation of the practical ways in which humans attempt to achieve common goods in modern times. When finished with this course students should expect to substantively answer the following questions about any nation: 1) what is the regime type? 2) what does the political economy look like? 3) What does the state look like? 4) What are the institutions, policies, and ideas that describe these three attributes? 5) Are there cultural, historical and religious affinities to all the above?
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TEXTBOOK:
Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
Essentials of Comparative Politics, 4th Ed. (International Student Edition) | Patrick H. O’Neil | W.W. Norton | 9780393920741 | | | | | |
The Communist Manifesto | Marx and Engels | SoHo Books | 9781453704424 | | any edition is fine! | | | |
The Protestant Ethic and the Spirit of Capitalism | Max Weber | Penguin Books | 0140439218 | | | | | |
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REQUIRED RESERVED READING:
Book Title | Author | Publisher | ISBN number | Library Call Number | Comments |
On Liberty | John Stuart Mill | Dover Thrift Editions | ISBN-13: 978-0486421308 | | |
The Solzhenitsyn Reader: New and Essential Writings 1947-2005 | Aleksandr I. Solzhenitsyn (ed. Ericson and Mahoney) | ISI Books | ISBN: 978-1-935191-55-1 | | |
Economic Backwardness in Historical Perspective | Alexander Gershenkron | Belknap Press | ISBN-13: 978-0674226005 | | |
The Wretched of the Earth | Frantz Fanon | Grove Press | ISBN-13: 978-0802141323 | | |
Open Letters: Selected Writings, 1965-1990 | Vaclav Havel | Vintage | ISBN-13: 978-0802141323 | | |
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
Assignment | Guidelines | Weight |
Mid-term Exam | | 20% |
Final Exam | | 30% |
Short Reflections (7) | 1 page each, on any reading or set of readings within a section of the course. Reading reflections must be turned by the date specified in the course calendar. | 40% |
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 may result in a failure to pass the course. | 10% |
-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 cours 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:
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 may result in a failure to pass the course.
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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 Outline:
Part I. Comparing Politics in Western Modernity
1. Modern Nation-States and the Rise of Political Liberalism
Countries: England (and France)
2. Late Nation-State Builders and Liberalism in Crisis
Countries: Italy (and Germany)
3. Liberalism in Crisis part II.
Country: USSR
4. Liberal Revenge.
Country: USA
Part II. After the End of History: Transitions, Revolutions and 3rd Waves
5. 3rd Wave Transitions:
Countries: Chile and the Czech Republic.
6. Identity Politics, Poverty, Civil War and Failed States
Country: Congo
7. Theocracy and the Return of Religious Politics
Country: Iran
8. Competitive Authoritarianism and Authoritarian Capitalism
Country: China
Part III. New Directions:
9. Tahrir Square and the Future of Comparative Politics: Dealing with pluralism in the 21st century
Country: Egypt
Course Calendar (Please note that this is not the final syllabus. A finalized schedule of readings, assignments and office hours will be distributed to students at the beginning of the Fall, 2012 semester).
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January 13
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Class 1
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Course Introduction
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Part I: Comparing Politics in Western Modernity
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1. Modern Nation-States and the Rise of Political Liberalism: England (and France)
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January 15
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Class 2
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O’Neil chapters 1 & 2
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January 20
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Class 3
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Weber, The Protestant Ethic : First read chapters 1 & 2 (from part I “The Problem”): “Religious Affiliation and Social Stratification” and “The Spirit of Capitalism.”
Then read chapter 5, “Asceticism and the Spirit of Capitalism (from part II “The Vocational Ethic of Ascetic Protestantism”
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January 22
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Class 4
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Fareed Zakaria, “A Brief History of Human Freedom,” Library Reserves (chapter 1)
Fareed Zakaria, “Capitalism, not Culture, Drives Economics,” http://www.washingtonpost.com/opinions/fareed-zakaria-capitalism-not-culture-drives-economies/2012/08/01/gJQAKtH9PX_story.html
J. S. Mill, On Liberty, chapters 1 & 2 (all of ch. 1 and pages 1-8, 22-26 of ch. 2) http://www.utilitarianism.com/ol/one.html
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January 27
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Class 5
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(Reading Reflection 1 Due)
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O’Neil chapter 5
Magna Carta (skim), http://www.constitution.org/eng/magnacar.pdf
France’s “Declaration of the Rights of Man and the Citizen” http://www.historyguide.org/intellect/declaration.html
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2. Late Nation-State Builders and Liberalism in Crisis: Italy (and Germany)
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January 29
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Class 6
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Mussolini, “The Doctrine of Fascism,” http://www.worldfuturefund.org/wffmaster/reading/germany/mussolini.htm
The Futurist Manifesto, http://cscs.umich.edu/~crshalizi/T4PM/futurist-manifesto.html and paintings, http://www.cartridgesave.co.uk/news/20-dynamic-paintings-from-the-italian-futurists/
Hitler, “Triumph des Willens,” http://www.youtube.com/watch?v=3C9iUaP51CI&feature=topics
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February 3
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Class 7
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Alexander Gershenkron, “Economic Backwardness in Historical Perspective,” (chapter 1): http://isites.harvard.edu/fs/docs/icb.topic572311.files/Mon%2022%20June%20-%201/Gerschenkron.pdf
Michael Mann, “A Political Theory of Nationalism and its Excesses,” in Notions of Nationalism, ed. S. Periwal 1995: http://www.march.es/ceacs/publicaciones/working/archivos/1994_57.pdf
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3. Liberalism in Crisis part II: USSR
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February 5
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Class 8
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(Reading Reflection 2 Due)
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Marx and Engels, The Communist Manifesto (skip chapter III)
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February 10
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Class 9
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Lenin, “The April Theses?”: http://www.marxists.org/archive/lenin/works/1917/apr/04.htm & “Lessons of the Revolution”: http://www.marxists.org/archive/lenin/works/1917/sep/06.htm
Stalin, “The Foundations of Leninism: The Dictatorship of the Proletariat,” chapter IV: http://www.marxists.org/reference/archive/stalin/works/1924/foundations-leninism/ch04.htm
Recommended: O’Neil Chapter 9, pp.s 256-270 (in O’Neil 3rd ed. Ch 8, pp.s 197-210)
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February 12
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Class 10
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Aleksandr I. Solzhenitsyn, The Gulag Archipelago: Part I: ch.s 1&4; part III: ch. 7; part IV: ch.s 1-2; Part VI: ch.s 2&7. [These selections correspond to pages 218-240; 253-273; 294-206 in The Solzhenitsyn Reader: New and Essential Writings, 1947-2005 (ed.s Ericson, Jr. and Mahoney) available in the Library Reserves]
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4. Liberal Revenge: USA
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February 17
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Class 11
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(Reading Reflection 3 Due)
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Francis Fukuyama, “The End of History,” http://www.wesjones.com/eoh.htm
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February 19
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Class 12
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Robert Putnam, “Bowling Alone: America’s Declining Social Capital,” Journal of Democracy 6(1), 1995: http://xroads.virginia.edu/~HYPER/DETOC/assoc/bowling.html
Read through Putnam’s survey instrument and data: http://bowlingalone.com/?page_id=7
Sheri Berman, “Understanding Social Democracy,”
http://www8.georgetown.edu/centers/cdacs/bermanpaper.pdf
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February 24
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Class 13
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O’Neil Chapter 8 (in O’Neil 3rd Ed. Ch. 7)
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February 26
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Class 14
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Mid-term Exam
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Part II: After the End of History: Transitions, Revolutions and 3rd Waves
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5. 3rd Wave Transitions: Chile and the Czech Republic.
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March 3
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Class 15
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Havel, “The Power of the Powerless,” sections I-X, XIV-XVI, XXI-XXII; and “New Year’s Address,” all in Open Letters: Selected Writings, 1965-1990: http://vaclavhavel.cz/showtrans.php?cat=clanky&val=72_aj_clanky.html&typ=HTML
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March 5
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Class 16
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Samuel P. Huntington, “Democracy’s Third Wave,” Journal of Democracy, 2(2), 1991: http://muse.jhu.edu/journals/jod/summary/v002/2.2huntington.html
Steven Levitsky and David Collier, “Democracy with Adjectives: Conceptual Innovation in Comparative Research,” World Politics, 49(3), 1997: http://kellogg.nd.edu/publications/workingpapers/WPS/230.pdf
Pablo Neruda, “A Call for the Destruction of Nixon and Praise for Chilean Revolution,” http://reddiarypk.wordpress.com/2007/06/12/pablo-neruda/
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March 10
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Class 17
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O’Neil Chapter 9, pp.s 270-288 (in O’Neil 3rd Ed: ch. 8, pp.s 210-228)
Valerie Bunce, “Rethinking Recent Democratization: Lessons from the Post-Communist Experience,” World Politics, 55, 2003: http://muse.jhu.edu/journals/wp/summary/v055/55.2bunce.html
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6. Identity Politics, Poverty, Civil War and Failed States: Congo
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March 12
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Class 18
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(Reading Reflection 4 Due)
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O’Neil chapter 10, pp.s 290-308 (in O’Neil 3rd Ed: ch. 9, pp.s 230-247)
Frantz Fanon, “Concerning Violence,” chapter 1 from The Wretched of the Earth, Library Reserves
Leopold Senghor, “To New York,” http://www.poetryfoundation.org/poem/238778
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SPRING BREAK March17 – 21st
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March 24
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Class 19
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Economist, “Africa’s Great War,” http://www.economist.com/node/1213296?story_id=1213296
Filip Reyntjens, “Briefing: The Second Congo War: More than a Remake,” African Affairs, (98) 391, 1999: http://www.jstor.org/discover/10.2307/723629?uid=3738296&uid=2129&uid=2&uid=70&uid=4&sid=21103195716251
James Fearon and David Laitin, “Ethnicity, Insurgency and Civil War” American Political Science Review (97) 1. 2003: http://iis-db.stanford.edu/pubs/21459/fearlait.pdf
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March 26
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Class 20
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O’Neil chapter 9, pp.s 247-259
Jeffery Sachs, The End of Poverty. 2005. Time Magazine Excerpt: http://www.earth.columbia.edu/docs/endofpoverty/time031405.pdf
William Easterly, “Was Development Assistance a Mistake?” http://williameasterly.files.wordpress.com/2010/08/50_easterly_wasdevelopmentassistanceamistake_prp.pdf
Good News from Africa:
http://www.economist.com/blogs/graphicdetail/2012/05/daily-chart-12
http://www.economist.com/blogs/graphicdetail/2012/02/daily-chart-20
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7. Theocracy and the Return of Religious Politics: Country: Iran
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March 31
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Class 21
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(Reading Reflection 5 Due)
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Economist, “In God’s Name,” 2007
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April 2
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Class 22
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Bernard Lewis, “The Roots of Muslim Rage,” The Atlantic, September (1990): http://www.theatlantic.com/magazine/archive/1990/09/the-roots-of-muslim-rage/304643/
Michael L. Ross, “Does Oil Hinder Democracy?” World Politics, 53(3), 2001: http://www.sscnet.ucla.edu/polisci/faculty/ross/doesoil.pdf
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April 4
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Class 23
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MAKE UP CLASS for April 21st
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Vali Nasr, “The Rise of ‘Muslim Democracy,’” Journal of Democracy 16(2), 2005: http://www.journalofdemocracy.org/article/rise-%E2%80%9Cmuslim-democracy%E2%80%9D
Gunes Tezcur, “Democracy Promotion, Authoritarian Resiliency, and Political Unrest in Iran,” Democratization 19(1), 2012: http://www.tandfonline.com/doi/abs/10.1080/13510347.2012.641296#.UsbeBrSOelo
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8. Competitive Authoritarianism and Authoritarian Capitalism: China
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April 7
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Class 24
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(Reading Reflection 6 Due)
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O’Neil chapter 6
Steven Levitsky and Lucan Way, “The Rise of Competitive Authoritarianism,” Journal of Democracy, 12(2), 2002: http://muse.jhu.edu/login?auth=0&type=summary&url=/journals/journal_of_democracy/v013/13.2levitsky.html
Ivan Krastev, “The Rules of Survival,” The Journal of Democracy, (April), 2009: http://www.journalofdemocracy.org/article/reading-russia-rules-survival
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April 9
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Class 25
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Azar Gat, “The Return of Authoritarian Great Powers,” Foreign Affairs (86)4, 2007: http://www.foreignaffairs.com/articles/62644/azar-gat/the-return-of-authoritarian-great-powers
Thomas Friedman, “Advice for China,” http://www.nytimes.com/2011/06/05/opinion/05friedman.html
Amnesty International, “Annual Report: China 2013,” https://www.amnesty.org/en/region/china/report-2013
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Part III. New Directions:
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9. Tahrir Square and the Future of Comparative Politics: Egypt
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April 14
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Class 26
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(Reading Reflection 7 Due)
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Economist, “Has the Arab Spring Failed” Special Report (2013) http://www.economist.com/printedition/2013-07-13
Samer Shehata, “In Egypt, Democrats v. Liberals” July 2nd, 2013, New York Times http://www.nytimes.com/2013/07/03/opinion/in-egypt-democrats-vs-liberals.html?hp&_r=1&
Amnesty International, “Tunisia: Persepolis Trial Spotlights Attacks on Freedom of Expression,” http://www.amnesty.org/en/news/tunisia-2012-04-18
Jadaliyya, “The Future of Islamism,” http://www.jadaliyya.com/pages/index/15112/roundtable-on-the-future-of-islamism_a-starting-po
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April 16
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Class 27
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O’Neil chapter 11
“Indonesia Watches Closely Development of Eurozone Crisis, Hormuz Conflict to Save Economy,” http://news.xinhuanet.com/english/world/2012-02/14/c_131410067.htm
The Economist, “The Euro-Crisis: The Recession Recedes,” http://www.economist.com/blogs/freeexchange/2013/08/euro-crisis-recession-recedes
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April 21st Classes Cancelled
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April 23
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Class 28
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Conclusions and Review
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Final Exam
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