AMERICAN UNIVERSITY - College of Arts and Sciences
Department of Sociology
SOCY-110.02
Tues,/Fri. 11:20-12:35
Mckinley 108
VIEWS FROM THE THIRD WORLD
Spring 2009
Dr. Russell A. Stone - Office: Battelle-Tompkins T 15
Office phone: 202-885-2482 Home: 703-323-4428
Office hours - Tu .12:45-5:15 / Fri. 12:45-1:45
e-mail: rstone@american.edu
or by appointment
Assistant: Connor Brooks
Office hours:
Battelle-Tompkins cubicles - E1 – “Terrace” level
NOTE: Course materials are available on-line; < www.American.edu/blackboard >
Be sure to access the file for . . . 2009 Spring
Course Description
Views from the Third World will introduce you to the sociology of the Global South through the
works of “Third World” scholars and researchers, novelists, film makers and analysts - and
through your own exploration and consideration of issues and problems, a novel, films and
readings. We will work toward an understanding of Global South societal structures,
assessments of Third World issues and crises (social, economic, political and cultural), and
consideration of strategies for change and overcoming problems. The goals of the course
include: (1) to introduce important sociological concepts, perspectives and topics; (2) to
demonstrate the value of the sociological perspective for understanding and analyzing a wide
range of contemporary issues related to the Third World and global interdependence; (3) to
develop an appreciation of other sociocultural systems; (4) to look at the importance of social
locations and statuses such as social class, gender, ethnicity, religion, and place of birth/residence
in determining life chances; and (5) to identify sources of strain and patterns of conflict among
groups, regions and nations. It is hoped that the materials presented and studies will stimulate a
desire to learn more about the Global South through dialogue with works and people from
various regions around the world, and to appreciate the value of the comparative perspective
within sociology.
The course deals with a range of topics including: the comparative perspective in Sociology;
Third World social, political, economic and cultural realities in the contemporary world; the
emergence from colonialism, neo-colonialism, the world system; social structures: gender, race
and ethnicity, religion, inequality, location and urbanization; current issues: including conflicts,
refugees and human rights, the environment, population etc.; and regional/country characteristics.
Third World issues are always in the news, and we will be examining important developments
that arise during the semester - linking them to the concepts and topics of the course. Students
are expected to follow news stories and introduce topics into the class as appropriate. Use of the
Internet and other sources information pertinent to the course is strongly encouraged. Each class
will have an opportunity for open discussion of evolving issues, and active participation in
discussion is expected.
Views from the Third World is one of the ten foundation courses in Curricular Area3; Cluster 2 Multicultural Experience - in American University’s General Education Program. Students who take
Views can complete the two-course sequence in Area 3 by taking one of the following second-level
courses: ANTH-210G Roots of Racism and Interracial Harmony; ANTH-215G Sex, Gender, and Culture;
ANTH-220G Living in Multicultural Societies; ANTH-230G India: Its Living Traditions; HIST-250G
Civilization and Modernization: Asia; LFS-210G Latin America: History, Art, Literature; RELG-210G
Non-Western Religious Traditions; SIS-210G Human Geography: Peoples, Places, and Cultures; SIS245G The World of Islam; SIS-250G Civilizations of Africa; SOCY-235G Women in the Third World.
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Required Books (available in University Bookstore or from <efollett.com> )
1. Griffiths, Robert, ed. - Developing World 09/10 McGraw-Hill, 2009
2. Weatherby, Joseph et al. - The Other World - 8th. edition – Pearson/Longman, 2009
3. Novels: (Wait! - obtain the one assigned to you in class - from the Library, or a bookstore, or
over the Internet - allow time for delivery)
Course Format and Requirements
This course consists of lectures, readings, and informal discussions; seeing/reading and reacting
to novels, films and video “Views of the Third World,” in class and out; and written assignments.
We may have one or more guest speakers who will also lead discussions. Since the enrollment
for this course usually consists of students from all over the world, we encourage examples,
comments and illustrations drawn from the personal experiences of class members. The course
has a cooperative learning aspect, and participants are expected to assist and further the learning
of others in the course as well as their own. You are encouraged to bring additional relevant
materials to the attention of the class - readings, novels, movies or videos, Internet sites - and to
share your own experiences and insight.
Requirements
Class participants are expected to do the reading for each class in advance and to come to class
prepared to take responsibility for their own in-class learning by: listening knowledgeably; asking
questions to increase their understanding; discussing issues in order to develop an informed point
of view; remembering and integration class concepts into their own overall knowledge base; and
contributing to enhancing the learning of others in the course.
Grades will be based on six elements:
1. a 3 (single space) to 6 (double space) - page reaction paper, based on Gandhi plus related
films, readings and discussion, due at the beginning of class, Fri. Jan. 30 - (20%)
2. a mid-term exam, take-home, your individual work, to be distributed in class Tues. Mar. 3 ,
due at the beginning of class, Fri. March 6 - (20%).
3. a novel reaction paper, - an individual (or collaborative) analysis of a novel (or two novels)
you will read, reviewing and commenting on the work, and relating it to themes in the course.
Assignments by Feb. 10. Due at the beginning of class Tues. March 24 - (20%).
4. a Third World film project, - an individual (or collaborative) analysis of a movie (or two
movies) from a Third World filmmaker, or on a Third World subject, from the AU media library
(Bender Library, downstairs). An assignment list of available films will be supplied, so that
people are working on different films. Assignments by Mar. 20. Project due at the beginning of
class, Tues. Apr. 14 - (20%).
5. a final take-home exam, distributed in class, Tues. April 28, - due Tues. May 5. - (20%).
6. Attendance counts!!! - Class attendance and participation that reflects timely mastery of the
readings will be taken into account in reaching a decision on borderline grades. If you cut
classes, your grade will be reduced.
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Attendance
A variety of learning activities will take place at each class meeting, requiring your active
participation. Regular and punctual attendance each week is expected, and will be checked at
each class. Regular attendance is especially important because much of the material for which
you are responsible on the two exams will be based on what is covered and emphasized in class
from the readings, from lectures and from the discussions and ‘views.” If a problem arises
making it impossible for you to attend a class, I appreciate being informed, in advance if
possible. In any event you are responsible for making up work you missed (check with
classmates, and on BlackBoard), and no one is excused from scheduled deadlines for written
assignments. Late papers will result in reduction of grade. If you have more than 3 absences
you will receive no ‘benefit of the doubt’ consideration on grades that are borderline. Conversely
those with good attendance and participation will receive positive consideration on borderline
grades for this course.
Grading Standards
Student performance in this course will be guided by the following standard criteria:
A
Excellent work in fulfilling each course requirement - improvement during the semester
will be taken into account.
B
Very Good work in fulfilling each course requirement - with evidence of improvement
taken into account.
C
Satisfactory, acceptable work in fulfilling each course requirement.
D
Unsatisfactory or incomplete work.
F
Failure to meet minimum course goals and expectations.
A letter grade will be assigned for each of the five grading components, using the University’s
standard grading system (A, A-, B+, etc.). The final grade will be the average of the five grades.
Papers and written answers are evaluated on the basis of factual accuracy, comprehensiveness
and precision, effective and persuasive argument, organization, attention to elimination of errors
in spelling and grammar, evidence of editing and polish, and use of (reference to) course
materials. An incomplete grade is not possible in this course other than for documented reasons
of health or emergency beyond the student’s control. If approved by the instructor, an incomplete
agreement must be reached before the day of the final exam.
Written work submitted after a deadline will be graded down, but all assigned work must be
submitted to avoid an F for the course. Papers may not be rewritten or resubmitted. An original
paper or an exam may be reassessed if you believe it has been unfairly evaluated, but if you
choose this option you take the risk that the original grade may be lowered in the reevaluation.
All papers and research work should include full citations, in proper academic format, of all
sources used or consulted.
For collaborative projects, each participant should sign the project. This indicates that the person
and group agree that each member contributed to the work. The same grade will be assigned to
each person.
Academic Integrity
The Academic Integrity Code of American University describes the standards for academic
conduct, rights and responsibilities of members of the academic community, and procedures for
handling allegations of academic dishonesty. A copy of the code may be obtained from the
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Office of the University Registrar or the AU web site (click on Students, then Policy and
Procedure), or click on http://www.academicintegrity.org/cai_research.asp)
Your continued registration in this course means you acknowledge awareness of the Code and
agree to abide by it. Violations of the Code will not be tolerated and offenses will be reported to
the Dean of the College of Arts and Sciences for academic hearing and discipline. In particular,
all written work must be your own. Plagiarism consists of presenting someone else’s work as
yours, whether it is from another student or the author of a book, article, or Internet posting that
you have read. When in doubt, cite the source. The course does actively encourage discussion
among class members, with the instructor and the TA - inside and outside the classroom, and
with others in your academic community. However, when it comes to writing a paper, it must be
your own thoughts in your own words.
Course Outline, and Schedule (tentative)
(see also: < www.American.edu/blackboard > all course materials posted there)
1. Tues. Jan. 13
Topic: Introduction to the Course - Sociology and Macrosociology - The “Third World” Development Perspectives
Reading: Course syllabus
2. Fri. Jan. 16: Topic: First Views - Impacts of Slavery, Colonialism, “Tribalism”
Reading : OW Preface and Chap.1; DW Page 1. [1-2].
View: This Magnificent African Cake (VHS 590) (No class Tues.–Pres. Inauguration)
You must view the movie Gandhi before:
3. Fri. Jan. 23: - Topic: Discussion of Gandhi (VHS 59)
- Colonialism / Anti-Colonialism, Non-Violence, Nation-Building
NOTE: Before this class, you MUST view Gandhi – it’s available in the Library,
or you can rent it from any video store.
Reading: OW Ch. 2, pp. 18-31; Blackboard Update #1.
Gandhi quiz: + Prep.for first Reaction Paper, due next week.
4. Tues. Jan. 27: - Topic: Back to South Africa - Overcoming Apartheid
View: The Tribal Mind (VHS 3452) + Mandella follow-up (VHS 5807 – end)
Reading: OW 177-181; DW article 30.
5. Fri. Jan. 30: Topic: Colonialism, Decolonization, and the terrorist reaction
View: “The Battle of Algiers” (VHS 74) (DVD 950) Due: First Reaction Paper
6. Tues. Feb. 3: Topic: Battle of Algiers II
Readings: OW Chap. 2, pp. 38-42; BLACKBOARD updates #3, #4
7. Fri. Feb. 6: - Topic: Discussion of: Battle of Algiers, and Third World terrorism
Readings: DW Article 7 [6, 29]. (view on-line videos before next 2 classes)
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8. Tues. Feb. 10: - Topic: Nationalism, Sovereignty, Neocolonialism, and Globalization
Reading: OW Ch.2, pp. 31-38. DW Articles: 1, 2, 4, 6 [1, 2, 4, 5].
View: Get Up, Stand Up (VHS 2128 - pt. 1),
Life and Debt (VHS 7102)/(DVD 2218) or view on-line in Blackboard or at
video.google.com
Assignment of: Novels
9. Fri. Feb. 13: Topic: Development and Dependence
Reading: OW Ch. 3; DW 3, 5, 8, 9, 10, 11 [3, 7, 9, 10, 11, 12, 13]. and discussion (it might
be on the exam!).
View: Free Trade Slaves (VHS 6945) view on-line – links from BlackBoard
10. Tues. Feb. 17: Topic: Gender and Development
Reading: OW Ch. 4 and 320-324; DW 16, 42, 43, 44 [46, 47] . View: Gender Matters
(VHS 3256)
Maquilapolis (DVD 2248) Shackled Women (DVD 4424)
11. Fri. Feb. 20: Topic: Inequalities: Gender, Age, Family, Health
Reading: Recall: OW Pp. 9-13, 28; DW 40, 41 [41, 43, 44, 45]. and discussion
Views: “Not the Numbers Game” (VHS 5379); Pandemic-Facing AIDS (DVD 754)
Note also: “Balancing Acts” DVD 1695 or “Holding Our Ground” DVD 1696
Grameen (VHS 4542)
12. Tues. Feb. 24: Topic: Models of Development, Aid, + Update (?) on India
Reading: DW 12, 13, 14. [8, 14, 15, 17, 18, 19]. OW 223-226.
View: Bomb Under the World (VHS 3451)
(View: Changing Nature vhs 6800 on-line before next class, from Library web site)
13. Fri. Feb. 27: Topic: Population, Environment and Sustainable Development
Readings: OW Box 6.1, P. 165-166; DW 15, 35, 38, 39. [40, 42].
View: Changing Nature (VHS 6800) and Maquilapolis (DVD 2248)
(Note: VHS 6800 is available on streaming video from the Library web site)
14. Tues. Mar. 3: Topic: More on Population and Environment
View: World in the Balance (DVD 2371) or “Six Billion and Beyond” (VHS 6835)
Note also: –(VHS 3682) –Malthus and India; On the Brink (VHS 7415)
Distribute: Mid-Term Exam
15. Fri. Mar. 6: - Mid-Term Discussion
Due at beginning of class: Mid-Term Exam
View: Invisible Children (DVD 2558)
___Spring Break_______________________________________________________________
16. Tues. Mar. 17: Topic: Latin America I
Readings: OW Ch. 5, pp. 98-121; DW 37 [38].
View: Escaping from History (VHS 3453) Mexico
17. Fri. Mar. 20: - Latin America II - Sovereignty, then and now – Colombia, Venezuela.
Reading: OW Ch. 5, pp. 121-134, and 138-142; DW 25, 34 [20, 39].
View: Get Up, Stand Up Pt. II (VHS 2128). Welcome to Colombia (VHS 7747)
Note also: La Sierra (DVD 1585) Colombia
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Assign: Films for Third World Film Project
18. Tues. Mar. 24. - Latin America III - Globalization and Brazil / Venezuela
Reading: OW Ch. 5, pp. 125-129 (review), 134-138; 142-144. DW 33.
View: Brazil (VHS 3654)
Due: Novel Reaction paper
19. Fri. Mar. 27: - Africa I - Development(?)
Readings: OW Ch. 6, pp. 147-177; DW 17 [16, 35, 37].
View: Garden of Eden in Decay (VHS 1270)
Movies to note -in Library: Hotel Rwanda DVD 1205; Blood Diamond DVD 2632
Last King of Scotland DVD 2699
Black Gold (Coffee Production in Ethiopia) DVD 2245 (documentary)
20. Tues. Mar. 31: - Africa II
Readings: OW Ch. 6, pp. 181-184; DW 21, 24, 26, 32, 34 [28, 36, 27, 26, 41]. (Darfur
in Sudan).
Blackboard Update #2.
View: “Cry Freetown” – Sierra Leone – 1999 (VHS 6929)
Note also:Diamonds of War (DVD 2555)
Darfur Diaries (DVD 2499) All About Darfur (DVD 2006)
21. Fri. Apr. 3: - Africa III
Readings: OW Chap. 6, pp. 185-206; DW 22, 23, 27, 31 [30, 31].
View: Between War and Peace (DVD 3768) - Liberia
Or The Devil Came on Horseback (Darfur) DVD 3448 and DVD 3719 – seg. 7
Or God Sleeps in Rwanda DVD 2331
Note also: Rwanda: Do Scars Ever Fade? DVD 2332
Valentina’s Nightmare (1994) VHS 6420 .
In the Tall Grass (DVD 2550);
Gacaca – post-Genocide reconciliation in Rwanda- (VHS 7357)
22. Tues. Apr. 7. - Topic: Asia I - China
Readings: OW Ch. 7, pp. 210-223;
View: “The Fragile Rice Bowl” VHS 5632 – Shanghai city and family life
23. Fri. Apr. 10: - Topic: Asia II
Readings: OW Chap. 7, pp. 226-232; DW 36
View: Mini-dragons - Malaysia (VHS 2017)
Note also: Seoul Train (refugees) DVD 1859
Globalization is Good (Taiwan, Vietnam, Kenya) DVD 1289
24. Tues. Apr. 14: - Asia III
Due: Movie Reaction paper
Readings: OW pp. 233-237; DW [34].
View: Transnational Tradewomen (DVD 3995)
or Struggle for the Soul of Islam – Inside Indonesia (DVD 3029)
or: Bangkok Girl – DVD 3644 or China Revs Up (DVD 2371)
_____________________________________________________________________
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25. Fri. Apr. 17: - Topic: The Middle East and North Africa I - the Conflict
Readings: OW Ch. 8, pp. 240-262; 273-282; DW 19 [21, 22].
View: Power of Place - Jerusalem (VHS 3767), Can You Hear Me? DVD 2710
Note also: Another Side of Peace DVD 2333; “The Fence” DVD 1567,
Encounter Point DVD 3372; Different Drummers VHS 7735
26. Tues. Apr. 21: - Middle East II - Nationalisms, Religious fundamentalism, Modernity,
Gender, Individual Freedoms - Afghanistan
Readings: OW Ch. 8, pp. 2262-273; and 324-328; DW 45, 20 [49, 23, 24, 25].
View: Inside Islamic Fundamentalist states: Afghanistan “yesterday” (1996 approx.)
And “today” - Afghanistan – Ground Zero to Ground Zero (VHS 7115) -2002
27. Fri. Apr. 24: - Middle East III – inside Iran today - and future social issues
Readings: OW pp. 282-288; and review 266-268 (Iran); DW 28, 29 [32, 33];
Views: Iran today (2000) - CNN with Christiane Amanpour VHS 7159
Revolutionary Journey - Teheran - the middle class copes with fundamentalism
Baghdad Blogger DVD 1610 (an Iraqi commentary)
28. Tues. Apr. 28: - Middle East IV - Gender and Religion - Egypt
Readings: DW [48];
View: Covered (VHS 3550)
Distribute: Final Exam
29. Tues. May 5: - Final Exam due – hand in to Dr. Stone’s mailbox, outside SOCY office,
Battelle-Tompkins T21.
Guidelines for Reaction Paper - Gandhi
Your reaction paper should consist of 3 sections, each section at least 500 words long (2 pages
double space, or one page single space.) - so the total paper will be about 1500 words (6 +
double space pages.) In the first section identify and briefly describe three main themes of the
movie, the social issues it addresses, and the film-maker’s point of view. Be sure this section
reflects that you have seen the whole movie(!). In the second section, identify how the movie
relates to at least two “realities” of third world countries - in the “time period” of the movie, or
now - and/or compare it to other “views” or theories about the Third World, from films we have
seen, or what you have read for the course so far. In the last section describe how you reacted to
the movie, what you learned from it, what you liked and disliked about it, your own critique and
evaluation.
Guidelines for the Novel Reaction Project
Your individual reaction paper should consist of 3 sections, as in the first paper, each at least 500
words long - total about 1500 words, 6 double space typed pages or more. In the first section
identify the book and author, describe the novel, its plot, its characters, its setting, its theme, the
problem(s) it explores and the message it carries. If you can find information about the author,
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include in this section. In the second section, show the connections between the themes and
messages of the novel and the issues dealt with in this course. Try to find at least three “links” to
the course. (Eg: what does the book say about: gender relations, ethnicity, social class,
colonialism, nationalism, politics, conflicts, religion, human rights, environment, resources, or
development, etc.) For each, indicate what the author conveys about the problem. In your
discussion, refer to and make use of relevant readings from the course (and elsewhere, if you
like) and videos - be sure to give citations or footnotes. In the last section, tell what you got
out of the experience of reading the novel and writing this paper. Describe how you reacted to the
book, what you learned from it, whether you agree or disagree with the author’s point(s) of view,
and your critique or evaluation of the book as a novel, and as a “view of the third world.”
Finally, would you recommend this novel for the course next semester? Why? or Why not?
If this is a collaborative project (two people working together, comparing two novels), you
should each write your own reaction, as above (and identify who wrote which part.) Then,
together, discuss the two novels, teach each other about your respective books, share your
reaction papers, and read parts (or all) of the other person’s novel - following your partner’s
suggestions. Then write a final section together, in which you compare the two novels and
discuss what more you learned from the comparison - about the author, about the country(s),
about change over time, about Third World social conditions, etc.
Remember, you will both get the same grade for the project, so you should help each other out
with editing!
Guidelines for the Third World film project
Your project will be a written feature filmography, an analysis of the sociological themes in a feature
film that deals with a third world country or region. Some of the available films are by Third World
film makers, and some (like Gandhi that we see early in the semester) are by western film makers, on
Third World topics. Like previous reaction papers, this paper should consist of 3 sections, each at
least 500 words long - total about 1500-2000 words, 6-8 double space typed
pages. In the first section identify the film, where and when it takes place, the story line and
characters, the theme, the problem(s) it explores and the message it carries. You may get some
background information about the film from Aladin, the library catalog, the Internet, and for some
films from AU/Library/Departments/Media Services/media collections/Cross-Cultural Film Guide.
In the second section, show the connections between the themes and messages of the film and the
issues dealt with in this course. Try to find at least three links to the course. (Eg: what does the film
say about: gender relations, ethnicity, social class, colonialism, nationalism, politics, conflicts,
religion, human rights, environment, resources, or development, etc.? What does is say about the
country or region that it depicts.) For each, indicate what the film conveys about the problem. In
your discussion, refer to and make use of relevant readings from the course (and elsewhere, if
you like) and videos - be sure to give citations or footnotes. In the last section, tell what you got
out of the experience of seeing the film and writing this paper. Describe how you reacted to the
movie, what you learned from it, whether you agree or disagree with the film maker’s point(s) of
view, and your critique or evaluation of the film as a film, and as a view of the third world.
Remember, this is a sociological analysis of the film - you may find reviews by film commentators or
critics, but the point is to focus on your own analysis of the social issues reflected in the film.
Films/videos must be viewed in the Media Library (basement of Bender Library). Note that films by
foreign film makers will have English subtitles. You may have to ask the attendant to turn on the
captioning. Request the film by the VHS or DVD number - you will be given the film and a headset
for private viewing, and the desk person will hold your student ID. You can see it in parts, or review
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parts of it as often as you wish.
If you wish to do this as a collaborative project, see guidelines above (Novel reaction project).
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1. Tues. Jan. 13
Topic: Introduction to the Course - Sociology and Macrosociology - The Third World Development Perspectives
Reading: Course syllabus
Variety of “Views”:
- Research, Analysis, Description
- Novels, Fiction, Literature
- Videos, Documentaries
- Movies, Film
- News, Papers, Print and Electronic Media
- Internet, Web - official sites, country searches, personal sites
- build your bookmark collection
- Viewpoints, Articles, Contrasting views
- Personal experience - your own views
Review of syllabus - the books - the topics - the assignments - in-class and out-of-class activities
- assignments you will receive: - Novel
- Movie
Concepts:
- Sociology, Macrosociology, Development, World System/Globalization
- the Third World, North/South, - history and evolution of terms
Many authors use the term "third world." This term is dated, and was always an awkward one; many people in
developing countries find it contentious. But it is important to understand its meaning. The term was first used in 1952
by a French demographer, who referred to the "third world" as a parallel to the French "third estate"--the
pre-Revolutionary lower class of society, without privileges (unlike the clergy and nobility). He meant rather loosely to
point up the political marginalization of states outside the major powers of the time. With international meetings of
non-aligned countries in 1955, 1961 and 1964, the term got wide currency, although it was still used loosely, to mean
countries outside the socialist and capitalist bloc countries. Later Mao Zedong proposed a theory of "three worlds," in
which the first one was the superpowers USSR and US, the second was all the other industrial countries and the third
was everybody else. As you can see, this term is a residual one--an "everybody else" term. It reflects the realities of
international power, and the problems in using it (since it describes what something is not rather than what it is) also
reflect political, economic, and social marginalization as a result of international power.
From: Syllabus of Prof. Pat Aufderheide’s course on Cross-Cultural Film/Video.
Applying Sociology: - analysis of American society
- analysis of your society
- analysis of Third World - what topics? views? outlook?
Using Blackboard - www.American.edu/Blackboard - be sure file is . . . 2008F version.
NOTE: Always check Blackboard for additional readings!!!
Introductions . . . (1. Name, E-mail address, 2. Major(s)/intended, 3. Prior/current courses,
4. Topic interest, 5. Area/country interest, 6. Your experiences/links to topic)
In the News . . .
Read for next class: OW Preface and Chap.1; DW Pp.1-2.
Watch Gandhi (VHS 59)
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2. Fri. Jan. 16: Topic: First Views - Impacts of Slavery, Colonialism, Tribalism
Reading : OW Preface and Chap.1; DW Pp.1-2.
View: This Magnificent African Cake (VHS 590)
- OW- Weatherby’s introduction to the “development” perspective and issues
- other world definition - transition in political structures (socialism/capitalism ->
mixed economy/polity)
- dependency, delayed modernization, population explosion, inequality/opportunity
- gender and development - more coming!
- 3 questions - is the world becoming a “smaller” or “larger” society?
Colonialism Notes on: This Magnificent African Cake - 6 in 8-part series on Africa
- division of Africa among European countries (except Liberia and Ethiopia) 1884
-Treaty of Berlin
- carve-up of territories - as if no people involved - violation of cultures
- steps - conquest - settlers - railroads for extraction of products and trade
- extracting labor - taxes and forced labor
* - racist attitudes following slavery/colonialism
- direct rule (settler, assimilation) French, British in E. Africa vs: indirect rule
British in W. Africa
- economic activities - extraction of minerals,
- monocultures (cash crops) replacing food crops
- terms of trade for raw materials vs. finished goods - sale/purchase
- education - training - preparation for independence/ national development
- The colonial legacy - recognizing ethnicity (ignored when the borders were drawn).
Complexity of Africa’s political structure/divisions - overlay of ethnic structures/divisions.
Yet, colonial borders have been largely preserved.
The challenge of nation-building.
NOTE; You must view the movie Gandhi (VHS 59 or DVD in Library – or rent it from any video
store) before next class. (There will be a quiz – if you flunk, at end of semester A becomes B, B
becomes C, etc.)
Gandhi: VHS 59 - A study guide:
As you view Gandhi, consider the following questions: Prepare to discuss at next class:
1. Most memorable scene (?)
2. How does This Magnificent African Cake relate to Gandhi? What are the links between the two
views? (comparison of Africa and India)
3. Similarities in themes or ideas between Gandhi and the books: Can you identify 3?.
4. Sociological themes in the movie: Can you identify 5?
5. Compare Gandhi and Nehru’s views on how to achieve independence.
6. What was the significance of all the spinning depicted?
7. What is Gandhi’s legacy to the world? In particular, to the Third World?
8. What did you learn from the movie? What did you already know? What was good and bad in the
story? What do you remember most as a view from the Third World?
Read for next class: OW Ch. 2, pp. 18-31; Blackboard Update #1 - Gandhi Memorial –
No class Tues. – Pres. Inauguration
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3. Fri. Jan. 23: - Topic: Discussion of Gandhi (VHS 59)
- Colonialism / Anti-Colonialism, Non-Violence, Nation-Building
NOTE: Before this class, you MUST view Gandhi – it’s available in the Library,
or you can rent it from any video store.
Reading: OW Ch. 2, pp. 18-31; . Blackboard Update #1.
Gandhi quiz: + Prep.for first Reaction Paper, due next week.
- Review: Reaction Paper Guideline - from syllabus - 3 sections (applies to films and novels !)
OW overview of Colonialism:- (compare outlook with Davidson - African Cake western/sympathetic-vs: afro-centric)
- History of Colonialism - 1490's to 1940's - early Spain/Portugal - details later, by area
- Motives for Colonialism - religious/cultural; economic; strategic; population; prestige
- Legacy of Colonialism - government; education; economics; health (population); stability
From BLACKBOARD – you can visit the new Gandhi memorial in DC! (Update #1)
Mass. Ave. and 21st. St. – dedicated in 2000
Gandhi: VHS 59 - A study guide:
As you view Gandhi, consider the following questions:
1. Most memorable scene (?)
2. How does This Magnificent African Cake relate to Gandhi? What are the links between
the two “views”? (comparison of Africa and India)
3. Similarities in themes or ideas between “Gandhi” and the books: Can you identify 3?.
4. Sociological themes in the movie: Can you identify 5?
5. Compare Gandhi and Nehru’s views on how to achieve independence.
6. What was the significance of all the spinning depicted?
7. What is Gandhi’s legacy to the world? In particular, to the Third World?
8. What did you learn from the movie? What did you already know? What was good and
bad in the story? What do you remember most as a view from the Third World?
Themes from Gandhi:- Colonialism - economic, cultural/racial aspects, political dimensions
(sociological!)
- Slavery in Gandhi (women and untouchables gender and caste)
Hindu vs: Muslim customs?
- The apartheid experience - South Africa in Gandhi’s life - legacy
- Anti-colonialism - strategies in the struggle for independence.
- winning vs: receiving independence
- Non-violence and independence movements
- Political leadership
- Gender relations - portrayal of women, street scenes . . .
- roles in the struggle
(return to India, the salt factory, in the ashram, spinning)
- Religion, Tribalism/Ethnicity and national identity - India and Pakistan
- the question of Nationalism - Hindu and Moslem
- Economic dependency, colonial and neo-colonial
- textiles, the salt factory confrontation
Read before next class: OW 177-181; DW article 30
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4. Tues. Jan. 27: Topic: Back to South Africa - Overcoming Apartheid
View: The Tribal Mind (VHS 3452) + Mandella follow-up (VHS 5807 – end)
Reading: OW 177-181; DW article 30.
The Tribal Mind VHS3452 - Your notes: points of agreement/disagreement (??)
- the “social creation” of tribalism (?)
- Update on the view - the future of “tribal” conflict?
- Truth and Reconcilliation - Archbishop Tutu
- post-Apartheid leadership, programs, experience - Mandela-Mbeki
- Buteleze
- What does the term “tribe” mean in the context of the film?
- 1994 elections
Update on South Africa:
- Changes since Gandhi’s time?
 Questions, comments?
- 1994 elections
- Changes since Mandela’s time? - 1998 elections
Due at beginning of next class: First reaction paper - Gandhi
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5. Fri. Jan. 30. New Topic: Colonialism, Decolonization, and The Terrorist Reaction
View: “The Battle of Algiers” (VHS 74) (DVD 950)
Due: First Reaction Paper
Battle of Algiers: VHS 74 - A study guide:
As you view the movie, consider the following questions: Prepare to discuss:
1. Most memorable scene (?)
2. How does Battle of Algiers relate to Gandhi? What are the links between the two views?
Similarities/differences between the two situations? (comparison of Algeria and India)
3. Similarities in themes or ideas between Battle of Algiers and readings: Can you identify 3?.
4. Compare Gandhi’s and the FLN’s views on how to achieve independence.
5. What is the FLN’s “legacy” to the world? In particular, to the Third World?
6. What did you learn from the movie? What did you already know? What was good and
bad in the story? What do you remember most as a view from the Third World?
7. Can you draw comparisons between the situation before, during and after the “Battle of
Algiers” and the situation before/after the terrorist attacks on Sept. 11, 2001.
(Causes, reasons, tactics, perpetrators (activists)?) Similarities? Differences?
Read for next time: OW Ch.2, pp. 38-42, BLACKBOARD updates #3, #4.
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6. Tues. Feb. 3: Topic: Battle of Algiers II
Readings: OW Chap. 2, pp. 38-42; BLACKBOARD updates #3, #4.
There is, alas, a whole new area of discussion in relations between the West and the Third World,
- dealing with terrorism.
- relations between the US the Arab/Moslem World.
- the question of imposed democratization.
- is the US embarking on neo-imperialism? – political control, for economic interests,
in the name of global security (anti-terrorism) and imposing democratization?
What do you think? Is that what the US is doing in the Third World?
Will it work? What will be the long-term consequences?
Let’s discuss . . . next class.
Recall:
“The Battle of Algiers” VHS 74 – and discussion
– relation to events surrounding Sept. 11, 2001 (before and after)
Read for next time: DW Article 7 [6, 29].
and read ahead – see Syllabus
16
NOTE: There’s a video to view in the library or on Blackboard or Google BEFORE next
class (see below)
7. Fri. Feb. 6: Discussion of: Battle of Algiers, and Third World terrorism
Readings: DW Article 7 [6, 29]. - and read ahead (see below.)
“The Battle of Algiers” VHS 74 – and discussion
– relation to events surrounding Sept. 11, 2001 (before and after)
There is, alas, a whole new area of discussion in relations between the West and the Third World,
- dealing with terrorism.
- relations between the US the Arab/Moslem World. – DW 6 – “ Why is God Winning?”
- the question of imposed democratization. – DW 29
- is the US embarking on neo-imperialism? – political control, for economic interests,
in the name of global security (anti-terrorism) and imposing democratization?
What do you think? Is that what the US is doing in the Third World?
Will it work? What will be the long-term consequences?
Let’s discuss . . . .
Battle of Algiers: VHS 74 - A study guide:
As you view the movie, consider the following questions: Prepare to discuss:
1. Most memorable scene (?)
2. How does Battle of Algiers relate to Gandhi? What are the links between the two “views”?
Similarities/differences between the two situations? (comparison of Algeria and India)
3. Similarities in themes or ideas between Battle of Algiers and readings: Can you identify 3?.
4. Compare Gandhi’s and the FLN’s views on how to achieve independence.
5. What is the FLN’s “legacy” to the world? In particular, to the Third World?
6. What did you learn from the movie? What did you already know? What was good and
bad in the story? What do you remember most as a view from the Third World?
7. Can you draw comparisons between the situation before, during and after the “Battle of
Algiers” and the situation before/after the terrorist attacks on Sept. 11, 2001.
(Causes, reasons, tactics, perpetrators (activists)?) Similarities? Differences?
Read for next time: OW Ch.2, pp. 31-38; DW Articles: 1, 2, 4, 6 [1, 2, 4, 5]
View before class: Life and Debt (VHS 7102) (DVD 2218) – or watch it on through
BlackBoard or on video.google.com
Topic: Nationalism, Sovereignty and Neocolonialism
17
NOTE: There’s a video to view in the library BEFORE next class (see below)
8. Tues. Feb. 10 - Topic: Nationalism, Sovereignty, Neocolonialism, and Globalization
Reading: OW OW Ch.2, pp. 31-38. DW Articles: 1, 2, 4, 6. [1, 2, 4, 5.]
View before class: Life and Debt (VHS 7102)/(DVD 2218)
Also available in BlackBoard or on <video.google.com>
View: Get Up, Stand Up (VHS 2128 - pt. 1),
Assignment of: Novels
1. What is neo-colonialism?
2.. OW overview:
- Neocolonialism - political independence, but economic dependence . . . sovereignty?
Dimensions: cultural; political; economic (world instns.); military
- Nationalism - and the World System (alignment, policy: ideology and pragmatism)
- Role of multinational corporations.
- Questions: 1. Labor standards, child labor (?)
3. View: Get Up, Stand Up VHS2128 - first segment - questions of sovereignty
Jamaica: economic neo-colonialism and domestic politics/ideology
nationalism and sovereignty - mineral wealth - bauxite (aluminum)
Manley - Democratic Socialist - lost 1980 election to Edward Seaga (rt.)
- reelected 1988 - new election 1993, Patterson, same party as
Manley, Seaga leads opposition.
Update: MANLEY obituary
Standing up to neo-colonialism; - coping with interactions in the “world system”
Note also, issues in development, next class’s topic (economic and political)
- incurring debt - for schools, hospitals, social services;
IMF and World Bank loans
DW readings: aspects of Social and Economic Development - What is the role of the World
Bank? Why is it mentioned so often in these readings? What are the Millennium Development
Goals?
DW 1 – What does development mean in poor countries? Can it be achieved? Will aid and
development assistance lead to greater freedom and human dignity, or greater dependence?
DW 2, 4 – What’s needed for Development? The challenge of Poverty Reduction.
DW 5 – Is Development “poison?”
The challenge of Debt Reduction for the “poorest of the poor.”
Questions to consider:
What are the differences among Political, Economic, and Social Development?
What are NGO’s? Note the role of NGO’s in the video “Free Trade Slaves.”
Read for next class: OW, Ch. 3; DW 3, 5, 8, 9, 10, 11 [3, 7, 9, 10, 11, 12, 13] and discussion (it
might be on the exam!).
View before class: Free Trade Slaves (VHS 6945) in Library, or in BlackBoard.
Topic: Development and Dependence - readings required, we will discuss.
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9. Fri. Feb. 13: Topic: Development, Dependence, and Globalization
Reading: OW Ch. 3; DW 3, 5, 8, 9, 10, 11. [3, 7, 9, 10, 11, 12, 13.] and discussion (it might
be on the exam!).
View before class: Free Trade Slaves (VHS 6945)
View: T-Shirt Travels (VHS 7374)
1. Today’s readings are on Development - economic, political, and social – AND sustainable
Development and it’s critics (OW chapter on Political Economy)
a. “Conservative” (Thrasymachus, capitalism and inequality) vs:
“Liberal”/”Radical” values and sustainable development/appropriate technology
b. Economic Development
1. History of the approach - post-World War II - take-off theory - investment and loans
(consistent with conservative view - maximize freedom and opportunity) - debt
World Systems theory – and is there now a “Fourth World?”
2. Development for people:
Population growth - migration
Inequality/poverty (incomes, gender, quality of life)
Jobs and opportunity
Environmental degradation-sustainable development
Structural Adjustment and Privatization - liberal?
c. Political Development
World System influences - dependency theory
d. Globalization - (north-south gap growing) – transfer of wealth to the “already wealthy”
Political stability, troubled democracy, governance - Military in politics
International economic regulation – Bretton Woods
(IMF, World Bank, development bankers – GATT/WTO)
Questions to consider: From OW, pp.66-70 (and note questions on pp. 37-39 – last chapter).
esp. 1. Inequality – the “Doctrine of Thrasymachus”
2. Inequality – consequences for globalization?
3. Sustainability for the future-Do we owe it to future generations? (why ask?)
4. Continuing evidence of Neo-colonialism – Iraq, Afghanistan,Middle East, Haiti
DW 3 – Questioning the Millenium Development Goals – AID? or Dependence?
DW 7, 9 – Have the “emerging economies” finally “emerged??”
DW 10, 11 - The new emphasis on TRADE – good or bad?
DW 12, 13 - The WTO – recent problems and controversies for 3rd Wld. Countries
Cotton - and “Fair Trade”
Free Trade Slaves – views from El Salvador, Mexico, Morocco/Tangier, Hunduras, Sri Lanka.
Made by the trade union movement, to stress need for worker organizing.
For next class: Read: OW Chap. 4, and 320-324; DW 16, 42, 43, 44. [46, 47.] Topic:Gender
and Development
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10. Tues. Feb. 17: Topic: Gender and Development
Reading: OW Ch. 4 and 320-324; DW 16, 42, 43, 44. [46, 47.]
View: Gender Matters (VHS 3256)
Maquilapolis (DVD 2248) Shackled Women (DVD 4424)
1. The challenge of development (readings from last class)
2. Gender analysis in sociology
3. Impacts on women of Colonialism, Modernization, Nationalism, Globalization (new chapter to
this edition of OW – they’re still working out the details !
Gender Matters - issues from film - Economic rights, work vs/:ownership, access to capital, land, inheritance
- the “Double Day” - family work and work outside home
- (3 roles: productive, supportive, reproductive)-only the first a part is “economics” thinking
- Gender as a social construct, division of labor, partiarchy, feeding/ consumption patterns
- Marriage patterns (dowry, bride price, status in “new family”)
- Reproductive rights - health care, abortion and family planning, FGM (law, and practice)
- Policy questions: - employment protection (mechanization, eg: match factory)
- grassroots organizing - and move to broader public visibility and attention
- policy goals should focus on benefits (to women, and all)- sustainability, empowerment
Note similarities in messages to:
DW 46 – Empowering women, - birth rates, health care, reproductive health and population
DW 47 – Empowerment through education for girls.
OW – Chap. 4 – New in this edition ( !! ) – go figure . . . .
Impacts of Colonialism ; Modernization / Development ; Nationalism ; Globalization on
women – mixed success on all counts.
For next class, read: DW 40, 41. [41, 43, 44, 45] OW review pp. 9-13, 28.
Topic: Inequality: Gender, Nation, Family, and Population
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11. Fri. Feb. 20: Topic: Inequalities: Gender, Age, Family, Health.
Reading: DW 40, 41. [41, 43, 44, 45;] OW review pp. 9-13, 28. and discussion
Views: “Not the Numbers Game” (VHS 5379); Pandemic-Facing AIDS (DVD 754)
Note also: “Balancing Acts” DVD 1695 or “Holding Our Ground” DVD 1696
Film: 6 examples of women’s issues: Not the Numbers Game.
India – basic services; Uganda – FGM; Kenya – the “second wife” faces hardships;
Peru – teenage pregnancy, machismo; Indonesia – factory work; Cambodia – post-war
Balancing Acts (2004): Pakistan – female-only family; Afghanistan – returning refugees; Kenya –
“inherited wives” the AIDS; Nigeria – women entrepreneurs in the informal sector.
Items in the DW readings: - Related development issues – particularly important for women and
children:
DW: 41 – Malaria – (kills more children than AIDS) - easily, cheaply preventable!
DW 43 - Enormous GLOBAL challenge of health care – money, workers, epidemic control . . . . .
DW 44 - AIDS/HIV – epidemic control. – some success, remaining work.
DW 45– Preventing poverty – a better solution !
OW – reminder of population issues in development.
Read for next class: DW 12, 13, 14. [8, 14, 15, 17, 18, 19.] OW 223-226.
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12. Tues. Feb. 24: Topic: Models of Development, + Update (?) on India
Reading: DW 12, 13, 14 [8, 14, 15, 17, 18, 19;] OW pp 223-226.
View: Bomb Under the World (VHS 3451)
Today: - The Development / Population Growth puzzle
View: Bomb Under the World VHS3451 - implications of population size, urbanization in India
- potentials of population growth, development, sustainability / environment.
- The Congress Party initiated economic liberalization/privatization in 1991.
- Environmentalism is for poor countries too – problems of “importing” pollution
– note message at end of today’s video.
OW - update on Indian political development - “the elephant!”
DW 8 - and more on India recently – all aspects of development.
DW 14 -15 – The debate over aid. Does it work? Or not? Under what conditions?
(vs: the idea of trade – The poor are potential markets too !! Note ideas in today’s video.)
DW 17 – Food self-sufficiency vs: agribusiness and free trade ( Jamaica all over again!)
DW 18 19 - Critiques of the IMF and the WTO – markets and free trade vs: social justice.
Read for next class: OW Box 6.1, p. 165-166; DW 15, 35, 38, 39 [40, 42.] Be prepared to
discuss
View: Changing Nature VHS 6800 + streaming video on Library website and in BlackBoard
Coming Oct. 13: Mid-term take-home exam, last chance to ask questions, next week . . .!
22
13. Fri. Feb. 27: Topic: Population, Environment and Sustainable Development
Readings: OW Box 6.1, p. 165-166; DW 15, 35, 38, 39 [40, 42.]
View: : Changing Nature (VHS 6800) and Maquilapolis (DVD 2248)
(Note: VHS 6800 is available on streaming video from the Library web site – watch it on your
own)
Environmental aspects of third world development. -compare with “western” environmentalism.
Changing Nature: Stories from Morocco, Ghana, Ukraine, Mexico, Vietnam
Maquilapolis: Women’s stories from the Mexico border – self-filmed
OW – Mangari Maathai – Kenya - Nobel laureate (peace prize !) for sustainable development.
DW 40 – The “population bomb” and demographic shifts – what are the patterns for the future?
DW 42 – Ecological Debt and the potential for disaster. Who owes whom? Problem is a
confluence of population, and sustainable development issues, plus the resource debt owed to
third world countries by the developed / former colonial powers.
Read for next class: Review for mid-term exam - last chance to ask questions before exam!
23
14. Tues. Mar. 3: - Topic: More on Population and Environment
View: World in the Balance (DVD 2371); or “Six Billion and Beyond” (VHS 6835)
World in the Balance . . . – recent look at the global population question – new outlook compare developed country vs: third world issues.
Six Billion . . .
Issues of reproductive health, population, and environment in four nations:
Mexico, Kenya, India, China,
Distribute: Mid-Term Exam - Good luck! Due at beginning of next class.
24
15. Fri Mar. 6:. - Mid-Term Discussion
Due at beginning of class: Mid-Term Exam
View: Invisible Children (DVD 2558) - tragedies of our time.
Assign: Films for Third World Film Project
Read for next class: OW Ch. 5, pp. 98-121;
Topic: Latin America I
Enjoy Spring Break!
DW 37 [38.]
25
____________________________________________________________________
16. Tues. Mar. 17: Topic: Latin America I
Readings: OW Ch. 5, pp. 98-121; DW 37 [38.]
View: Escaping from History (VHS 3453)
Intro. to “Regional Views” - readings, views, commentaries, in the news, your interests . . .
OW : Some main themes:
- Colonial heritage
- Religion and development - Liberation Theology
- Population and Environment
- Impact of media
- Sovereignty and Drug Trade
- Democratization vs: bureaucratic authoritarianism
- Economic Development
/ military
Issues: - Colonial past, independence in early 1800's - Monroe Doctrine (1823)
and (neo-colonialism?)
- C20 - Roosevelt “doctrine” - assuring debt payment
- Johnson “doctrine” - anti-communism (!) – “alliance for progress”
- Economic development - the on-going struggle - 3 views:
1-Development theory - conservative (private, foreign investment)
vs: “liberal” - public investment - + ISI
2-Dependency - Fernando Henrique Cardoso, then Brazilian President (!)
(wrote Dependency and Dev. in L.A. w. Enzo Falleto)
3-Authoritarian centralization - no “Protestant ethic!”
- Political “development” – “free” vs: military governments - all are
“bureaucratic-authoritarian”
- more recently (late 1980's) - liberal/democratic emergence
- Regional cooperation - for peace and security (OAS), economics
- example of Peru – overcoming violence and authoritarianism
- tentative democratization
View: Escaping from History (Mexico - VHS 3453)
DW 38 – Recently – successful elections, legitimacy, transparency.
- enhanced Democratization (Democratic Fiesta!) – but remaining challenges:
Reemergence of leftist – populist governments in Latin America. (reactions to
failed neo-liberal reforms): but Neo-liberalism remains.
Press for “inclusion” and “social spending”
Reminder: Novel reaction projects due next Tues., Mar. 24.
Read for next class: OW Ch. 5, pp. 121-134, and 138-142;
- Topic: Latin America II
DW 25, 34. [20, 39.]
26
17. Fri. Mar. 20: - Latin America II - Sovereignty, then and now - Colombia
Reading: OW Ch. 5, pp. 121-134, and 138-142; DW 25, 34 [20, 39.]
Views: Get Up, Stand Up Pt. II (VHS 2128), DVD 1585 (La Sierra),
Due Next Class: Novel Reaction Paper
Assign: movies for film project
OW: backgrounds on Mexico, Brazil, Cuba - post-colonial struggles, and . . .
- current issues:
- democratization (and political violence, corruption . . . ) - post-military,
- social-class -based politics: Mexico - peasants, small-landowners
Brazil - triple alliance
- trade (esp. oil from Mexico) and alliances (NAFTA, MERCOSUR, CARICOM),
- narcotics, immigration, inequality (potential uprisings, Chiapas, Brazil’s N.E.),
- environment, gender and development
Colombia’s “violenza”, continuing instability and leftist insurrection (FARC),
social impacts of narcotrafficing
DW 20 - Global decline in war and violence (Latin American) is a major benefactor
- end of “cold war,” “end of ideology,” enlightment, nuclear deterrence
- peacekeeping – democratization – turn to economic jconcerns (free trade)
DW 39 - Is Latin America a “lost continent?” (contrary view to Ch. 38. Who’s right?
(Both are Latin American “experts !!”) Naim from Venezuela
Castaneda from Mexico
Views: Sovereignty issues in Colombia (VHS 2128) (7747) (7588) (7710) (7453) (6140)
Also on Colombia: DVD 798 (Who Shot my Brother?), DVD 1290 (Moving Forward)
Welcome to Colombia (VHS 7747)
Read for next class: OW Ch. 5, pp. 125-129 (review), 134-138 and 142-144. DW 33.
NOTE: CONSIDER the “FLASHPOINTS” – Venezuela, Colombia
27
18. Tues. Mar. 24: - Latin America III - Globalization and Brazil - Venezuela
Reading: OW Ch. 5, pp. 125-129 (review), 134-138 and 142-144. DW 33.
View: Brazil (VHS 3654)
Note also: DVD 4466 Urban Solutions from Curitiba
Due: Novel Reaction paper
- views of Globalization (VHS 3654)
Update on Brazil – since the movie, new president with trade unionist background.
- Lula de Silva – trying to restructure globalization so suit interests
of developing world – resistance from other third-world blocs
(regionalization replacing globalization?)
Part of the “move to the left”
NOTE RE:
Flashpoints: OW - and updates - where are they today?
Venezuela – Hugo Chavez – former officer - anti-establishment, populist,
anti-globalization (so a threat to outside interests – oil)
Jailed as a revolutionary 1992-94, elected 1999, briefly deposed 2003,
now back in power.
Violence in Colombia – continuing violence, controversy, political struggle
Read for next class: OW Ch. 6, pp. 147-177; DW 17. [16, 35, 37.]
- (Africa I)
28
19. Fri. Mar. 27: - Africa I - Development(?)
Readings: OW Ch. 6, pp. 147-177; DW 17. [16, 35, 37.]
View: Garden of Eden in Decay (VHS 1270)
NOTE: The tone of reporting - OW comments - pessimism - compare with L. Am., Asia - charts
The Sociological variables - race, ethnicity, religion, country, class, population explosion
+ gender, colonial heritage (note: maps showing the “scramble” - 1884-1895)
recall: This Magnificent African Cake
Political development - Independence - 1-party states - military rule - democratization(?)
- “strong societies, weak states”
Economic development - per capita income - development vs: population growth
- debt, privatization, market reforms
- employment patterns, problems !
- “structural adjustment”
vs: individual poverty / distress among children
Sum overview: Table 6.1 p.144
View: Garden of Eden in Decay (VHS1270)
Study Guide - Garden of Eden in Decay - Prof. Ali Mazrui - from The Africans series (and book)
1. 3 major impacts on African Development - can you explain each?
a. Climate
b. Colonialism
c. Inept post-Independence government/management
2. “Refreshment and Dessert” economies - explain (hint: mono-cultures replacing food
production)
3. Problems with development assistance (AID) to Tanzania from Canada:
Can you identify and explain 3 examples?
(Hints: pastoralism vs: intensive agriculture / appropriate technology / soil erosion/
automated bakery /diet change / dependency /roads & transport equipment)
4. Problems in governance, mismanagement, corruption - give examples
5. Socialism vs: economic liberalization
6. Examples of continuing Dependency: Can you cite 3 examples from the video ?
On Garden of Eden in Decay - your views? . . . dated view of “African Socialism,” updates on
Note: Poverty and political instability
Zimbabwe, Tanzania, Algeria
DW 16 – Why AID hasn’t worked in Africa. Much goes to foreign advisors, administrative
costs, debt relief (loan vs: grant), emergency and food aid – not to improving development
(infrastructure, education, health)
Is the situation improving? More political stability, less corruption, better policies,
more targeted aid goals, less corruption, more private investment . . . . . . ?
DW 35, 37 – Problems with Democratization and Political Development.
Elections troubled, Presidential term limits cast aside, Accountability and corruption
problems. Continuing problems in Nigeria and Zimbabwe. Get the details . . . .
Read for next class: OW Ch. 6, pp. 181-184; DW 21, 24, 26, 32, 34. [28, 36, 27, 26] (Darfur
in Sudan).
Topic: (Africa II)
29
20. Tues. Mar. 31: - Africa II - Failed States, Personal Tragedies from Conflicts.
Readings: OW Ch. 6, pp. 181-184; DW 21, 24, 26, 32, 34. [28, 36, 27, 26, 41] (Darfur
in Sudan).
View: “Cry Freetown” – Sierra Leone – 1999 (VHS 6929)
Note also: Africa’s Blood Diamonds (DVD 2555)
Darfur Diaries (DVD 2499) All About Darfur (DVD 2006)
“Must see” movie: Blood Diamond DVD 2632 (Sierra Leone)
Views from OW:
South Africa – update to Tribal Mind (VHS3452), Mandella, then Mbeki
Nigeria – tenuous political stability, potential wealth.
Zimbabwe - recall end of Garden of Eden in Decay (VHS1270)
Mugabe and growing authoritarianism, failed land reforms
Social issues in Africa
- tribalism - ethnic conflict - note: Rwanda and Burundi
- viable governments - vs: authoritarianism, democratization (?)
- economic recession and debt - little global “interest”
- weak institutions - politics, education,
- theoretical perspectives - modernization vs: world systems explanations (?)
DW 28 – UN “Peacekeeping” in Africa – how effective are the “blue helmets?
Of 19 deployments worldwide, 7 are in Africa, including the 3 largest – Congo, Liberia, Sudan
DW 36, 27 – Stories from the Congo, and Somalia. Internal struggles, political instability,
violence, spilling over borders . . . .
DW 26, 41 – At last! World attention to Darfur in Sudan. Why did it take so long? Why is it
happening? Recall spill-over of the Sudan conflict into Uganda.
Parallels to Sierra Leone, Rwanda and Ivory Coast – failure of international action against
genocide.
Oil and American/Chinese etc. interests (Canada too!)
Read for next class: OW Ch. 6, pp. pp. 185-206; DW 22, 23, 27, 31. [30, 31.] - (Africa III)
Also: look up Cry Freetown web sites – put “Cry Freetown” into a search engine
30
21. Fri. Apr. 3: - Africa III
Readings: OW Chap. 6, pp. pp. 185-206; DW 22, 23, 27, 31. [30, 31.]
View: Between War and Peace (DVD 3768) - Liberia
or Rwanda: Do Scars Ever Fade? DVD 2332
Or God Sleeps in Rwanda DVD 2331:
Or All About Darfur DVD 2006, Darfur Diaries DVD 2499
Note also: : “Valentina’s Nightmare (1994)” VHS 6420 Rwanda.
Ghosts of Rwanda (DVD 824)
“Must-See” Movies: Hotel Rwanda (DVD 1205) Last King of Scotland (DVD 2699)
Be sure to review the “Flashpoints”: OW. - but note diversity - hard to summarize 48 countries!
Health - AIDS - a ticking time bomb - (2/3 of world cases )
Civil Wars! – impact on children – recall video on Child Soldiers.
- Angola – a long, mostly invisible civil war, now ended (hopefully!)
- Horn of Africa - Sudan, Ethiopia, Eritrea, Somalia, Djibouti (see map, p. 156)
the “variables” - ecology: drought, depleted resources + soaring population
- identities: religion (Political Islam/Christianity), ethnicity, language
- replacing “socialism”
- most recently Darfur in Sudan
- Central Africa and Great Lakes
- Zaire /Congo- economic, political legacy of US support
- involvement in Rwanda
- West Africa - Sierra Leone, Liberia, etc.
International Terrorism - African involvement . . . . and Diamonds!
NOTE: the pessimistic summary of the chapter !!!
DW 30 – International courts, Truth and reconciliation commissions, ways to get over
atricities’ impacts on society . . .
DW 31 – Freedom House’s landmark annual ranking on political rights and civil liberties.
Read for next class: OW Ch. 7, pp. 210-223;.
- (Asia I)
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22. Tues. Apr. 7: - Topic: Asia I - China
Readings: OW Ch. 7, pp. 210-223;
View: “The Fragile Rice Bowl” VHS 5632 – Shanghai city and family life
- in conclusion, note the social class differences within the same family
Comments on the “Asian Miracle”
Note: Most “emerging markets” are in Asia (at least, the most people in them).
Watch for comparisons:
Ethnicity in Asia vs: Africa
Religion in Asia vs: Middle East vs: Latin America
Gender/women’s lives - all 4 areas
Economic development Asia vs: Africa vs: Latin America
OW - Overview of the area(s) - 3 major regions - diversity, rural/urban contrasts
- 3 of 4 most populous countries! - China, India, U.S., Indonesia
then Brazil, Russia, Japan, Bangladesh, Pakistan (6/9Asia!) then Nigeria
- 4 “little dragons/tigers” - S. Korea, Taiwan, Hong Kong, Singapore
- 3 “mini-dragons” - Indonesia, Malaysia, Thailand
In-depth on China:
Old China
China under Mao
China after Mao
Read for next class: OW Chap. 7, pp. 226-232; DW 36. - (Asia II) – Malaysia
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23. Fri. Apr. 10: - Topic: Asia II – Malaysia
Readings: OW Chap. 7, pp. 226-232; DW 36.
View: Mini-dragons - Malaysia (VHS 2017)
Note also: Seoul Train (refugees) DVD 1859
Globalization is Good (Taiwan, Vietnam, Kenya) DVD 1289 on-line
OW - Case Studies - Characteristics (and recent histories) of the major sub-regions (3)
“The Tigers” and the “Mini-Dragons”
Tigers – Taiwan, Hong Kong, Singapore, South Korea
Dragons – Indonesia, Malaysia, Thailand
The sociological variables - race, ethnicity (Chinese in S. Asia), religion, country, class
+ language (parliament in India)
+ gender (leaders), colonial heritage (vs. xenophobia - China)
+ migration,
+ gender (+ religion) in development,
+ economic success (and vulnerability) - Oct. 1997 “meltdown !!
1999 “recovery”
Malaysia (VHS2017): Pick up 5 stories:
Women in rapid change / Islamic organization – Rohani
Overseas Chinese – business and discrimination – Paul Low
Malay rubber plantation – S. Asian workers – Omar
+ Micro-credit for Omar’s wife’s small business - Sima
Indigenous (Murut) forest people on Borneo (Dalit) – Sibin
Sociological variables: ethnicity, religion, urbanization (urban-rural contrasts),
+ gender (opportunities for women - and impacts!), labor (shortages),
+ technology and globalization, traditions and modernity,
+ political centralization + market freedom, schooling + opportunity.
Read for next class: OW pp. 233-237; DW [34.]
Due Next Class: Movie Reaction paper
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24. Tues. Apr. 14: - Asia III – Indonesia /Thailand
Readings: OW pp. 233-237; DW [34]
View: Transnational Tradewomen (DVD 3995)
or Struggle for the Soul of Islam – Inside Indonesia (DVD 3029)
or: Bangkok Girl – DVD 3644 or China Revs Up (DVD 2371)
Due: Movie Reaction paper
OW - Flashpoints: (Where are they today?)
Kashmir – India and Pakistan – continuing conflict
China - “frontier” dimensions
Korea - north and south, nuclear threat, conflict, contrasts in development! aid issues
Comparing Asia and Africa – what’s the same? What’s different?
Political development - Independence - authoritarian/military rule vs - democratization(?)
Economic development - per capita income - development vs: population growth
- debt, privatization, market reforms
- what works? - Asian miracles vs. African poverty
Environment / Urbanization
Legacy of wars, colonialism - and post- independence battles
DW 34 - Thailand – a “democracy” struggling with civil-military relations, and constitutionalism
Related social problems: Islam in the south, vs: Bhuddism, (rel. Islam in Malaysia,
Indonesia, sex trade – exploitation of women and minorities.
Read for next class: OW Ch. 8, pp. 240-262; 273-282; DW 19 [21, 22.]
Topic: - Middle East and North Africa I - the Conflict
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25. Fri. Apr. 17: - Topic: The Middle East and North Africa I - the Conflict
Readings: OW Ch. 8, pp. 240-262; 273-282; DW 19 [21, 22.]
View: Power of Place - Jerusalem (VHS 3767), Can You Hear Me? DVD 2710
Note also: “The Fence” DVD 1567, Checkpoint DVD 3376
1. Background on the Middle East - Major issues in readings: Religion - Nationalism
Defining the area - borders, cultures, languages, ethnicities, religions - and conflicts
(note: development levels - comparing table 8.1 with other areas)
Islam – details, religion and history
Colonialism/Nationalism impacts.
Governments (monarchies, military, civillian authoritarian, democracy)
Oil and other development potentials - strategic importance.
2 - the Conflict - and future social issues
a. The Palestine-Israel conflict – recent major changes Oslo accords 1993 - new government(s) - moving toward “final status” negotiations.
The ultimate final status issue : Jerusalem (video)
Palestinian public opinion / Israeli public opinion + attitudes toward the peace process.
Religious movements/parties
- Hamas/Hizballah (religious movements) in Palestinian politics
- religious parties in Israel - Shas, Nat’l Relig. Party
b. Reviewing the flashpoints - where are they today?
- Palestine/Israel, (excellent background!) - and the Intifada (had faded, but . . . now a new one!)
- the al Aks
- from Sept. 2000, following failed peace talks->
suicide bombings + Israeli reinvasion – spring 2002
the fence/wall/defense barrier
withdrawal from Gaza, summer 2005
Palestine elections, Jan. 2006
Hamas take-over of Gaza, spring 2007.
Events and developments inside the Palestinian national movement.
PM – Mahmoud Abbas (Abu Mazen) – 2003 – progress - failed quickly – now Fatah head.
Another new government - Salam Fayed (2007)
- Political turmoil and prospects in Israel - similarities with other countries in area? differences?
- ethnicity, religion/secularism, ideology in democratic politics
- “Road Map” 2003 (to nowhere?) – and the fence.
- Arafat’s death – Nov. 2004
- Unilateral Gaza withdrawal – mid- 2005.
– Elections in Jan. 2005 (Presidential) and Jan. 2006 (Parliamentary)
- Hamas elected – hard line on Israel, boycott, and March 2007 – no “National Unity’
government – West Bank / Gaza split.
- Jerusalem: The ultimate “final status” issue in the Israel-Palestine conflict.
DW 21 – Inside Iraq – attention to conflict turns to complexities there.
DW 22 – The rise of “political Shi’ism” – a new phase in “political Islam.”
Read for next class: OW Ch. 8, pp. 262-273; and 324-328; DW 45, 20 [49, 23, 24, 25.]
Topic: - Middle East and North Africa II – Religious fundamentalism
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26. Tues. Apr. 21: - Middle East II - Nationalisms, Religious fundamentalism, Militarism
Gender, Individual Freedoms – Afghanistan and Pakistan
Readings: OW Ch. 8, pp. 262-273; and 324-328; DW 45, 20. [49, 23, 24, 25.]
View: 60 Minutes segment 1996,
and Afghanistan – Ground Zero to Ground Zero (VHS 7115) -2002
Note also: Beneath the Veil (VHS 6828) – 2001, Saira Shah
OW: On Middle Eastern Nationalisms:
Turkey - Religion, Ethnicity and Politics - a brief religious government (4 months/ 1996/7
ousted by the military)
Other cases - Iran - Islam, fundamentalism and reform –liberalization reversed, and now a
nuclear threat!
- Egypt - politics isn’t the whole story ! - agriculture vs: urbanization the challenge of population vs: resources/environment
- Saudi Arabia - a C21 Monarchy!
Religion, Gender and Politics - with views from Afghanistan, Iran
Afghanistan – From ancient crossroads to the last crossroads in the Cold War (1973/78 – 1989)
Then, the Taliban (1995-2001) – now rebuilding – will it succeed?
DW 49 – Afghanistan – Women and Warlords in parliament – and as contending social forces
“in the countryside”
DW 23 – more on Afghanistan – resurgence of the Taliban . . . . 2007 +
DW 25 - and yet more – ethnic conflict and regionalism– Pashtuns vs: Tajiks, Uzbeks, Hazaras.
DW 24 – Pakistan – the Military (secular) vs: Islamists. . . can it survive the cross-pressures?
(recent assassination of Benazir Bhutto - 2008)
Read for next class: OW 282-288; and review pp. 266-268; DW 28, 29 [32, 33.]
REMINDERS: Final exam to be distributed next Th. Dec. 4.
Final exam DUE Thurs. Dec. 11, 3:30 pm. - Dr. Stone’s mailbox,
Battelle-Tompkins, downstairs.
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27. Fri. Apr. 24: - Middle East III – inside Iran today - and future social issues
Readings: OW pp. 282-288; and review 266-268 (Iran); DW 28, 29. [32, 33.]
Views: Iran today (2000) - CNN with Christiane Amanpour - Teheran “Revolutionary Journey” (VHS 7159) the middle class copes with fundamentalism
Note also: Baghdad Blogger DVD 1610 (an Iraqi commentary)
1. On religious fundamentalism and its: - social impacts
- relation to government
Note: 2003 Nobel Prize for gender activism / childrens’ rights in Iran and the Moslem
world – Shirin Ebadi
2. DW 32 – Struggle between Islamism and secularism in Iran.
3. DW 33 - Struggle between Islamism and secularism in Turkey !!
4. Reviewing the flashpoints - where are they today?
- Palestine and Israel
- Iraqi and regional disputes (including Iran) – background to the current situation.
- Oil – waterways, pipelines, and the politics of oil (OPEC).
Read for next class: DW [48];
- Middle East and North Africa IV - and Concluding Thoughts
To be distributed next class - FINAL EXAM - Due Tues. May 5 – 12:30 pm.
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28. Tues. Apr. 28: - Middle East IV - Gender, Religion, and Politics - Egypt-and Iraq –
and Concluding Thoughts!
Distribute: Final Exam
Readings: DW [48;]
View: Covered (VHS 3550) - another viewpoint on veiling - from Egypt
- Tania Kemal-Eddin, WMM, 1995
- Note also: “Driving the Arab Street” VHS 828 (Egypt):
1. Course Evaluation - Thanks!
2. Women and Islam – in Egypt – (video)
- in”the new” Iraq – DW 48 - over 30% of seats in parliament are women!
3. Wrap-up reading:
OW sum: - general topics lead to a large number of specific issues - you are asked for examples,
in specific areas or countries, on the final exam:
a.. Legacy of Colonialism - political infrastructures, viable “institutions”, nationalism,
democratization, role of the military.
b. Food and Population - demographic “transition,” successes vs: crises, refugee situations (links
to conflicts), women in development, family and tradition, agriculture, planning, land
reform, economic infrastructures, international aid.
c. Conflict(s) - continuing issues - some resolutions (Central America), but examples current in
all areas of the Third World
d. Social Issues - race - ethnicity - language; gender – women’s issues
- family relations;
religion - and (unfortunately) conflict; population control - family planning.
and . . . macro- issues : - require international cooperation or agreement
- environment - world order and organization
- new economic relations, liberalization, freer markets, micro-credit, trade agreements - international politics in the post-cold-war era -polar world (?)
4. Distribute final exam - questions?
Good Luck on the Final Exam!
Exam due Tues. May 5, 12:30 pm - hand in to Dr. Stone’s mailbox, outside SOCY office,
Battelle-Tompkins T21.