THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
CREDITS:
INSTRUCTOR:
SOWO 732
INTERNATIONAL COMPARATIVE POLICY
SPRING SEMESTER, 2013
1.5
Marie Weil
School of Social Work UNC-CH
Suite 422, Tate Turner Kuralt Building
Phone: 962-6455
Email: moweil@email.unc.edu
OFFICE HOURS:
MONDAYS: 12 NOON – 2:00 PM
TUESDAYS: 12 NOON – 1:45 PM; 5- 6 PM
OTHER TIMES BY APPOINTMENT
COURSE DESCRIPTION: Students conduct a comparative analysis of a self-selected social policy
issue across three nations in different stages of economic development and complete a final
project including policy briefs and recommendations.
COURSE OBJECTIVES:
At the conclusion of this course, students will be able to:
1. Discuss and critique relevant social theories, ideologies, and values that shape social
policies, welfare regimes, and outcomes in three nations—especially as they relate to
diverse and vulnerable populations.
2. Demonstrate specialized knowledge, understanding of relevant research and policy
implementation issues in selected nations.
3. Demonstrate skills in comparative policy analysis.
4. Compare and explain the comparative ethical responsibilities of social workers as
delineated in the NASW Code of Ethics and the IFSW Statement of Principles with regard
to social policy, the welfare of vulnerable populations and social justice.
5. Understand and apply concepts and principles of human rights at national and global
levels using the Universal Declaration of Human Rights and other United Nations’
Conventions and Declarations.
6. Understand the development perspective in relation to selected social policy issues.
7. Understand the implications of the global economy on selected topic area and social
policy issues such as: migration, refugees, internal migration; human rights, slavery,
human trafficking and employment.
8. Demonstrate skill in position-taking focused on a specific policy issue across
three nations.
9. Engage in peer-learning about selected policy areas through discussion of
students’ comparative international analyses.
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EXPANDED DESCRIPTION:
With the rapid development of the global economy, changes in social and development policy
across many nations, increasing internal migration and substantial refugee populations, it is
important for social workers to understand the impact of diverse approaches to social policy and
to be able to critique and, recommend strategies to adapt policies to promote social justice and
human rights in the US and Global Practice. Students will report on their own policy research
and engage in dialogue and comparison of selected policy issues in the United States, selected
Developing Nations and selected Post-Industrial nations. Comparative issues related to welfare
regimes, values, ethics, culture/history and political systems will be incorporated in assignments
and class discussion.
Means to increase the influence of social work knowledge, research, values and ethics on policy
development at national and international levels and in diverse social, economic, and political
contexts will be considered. Consequently, course content is analytical, practical and theoretical.
Major areas of social policy and comparative approaches to solving social problems will be
emphasized using national and international examples.
Pre or Co-requisites
MSW Students--Advanced Policy Requirement; Graduate Students in other Departments-permission of the Instructor.
Texts:
Selected Chapters:
Gough, I., Wood, G. and colleagues. (2004). Insecurity and welfare regimes
in Asia, Africa and Latin America: Social policy in development contexts.
Cambridge: Cambridge University Press
Midgley, J. Social welfare in global context. (1997). Thousand Oaks, CA: Sage.
Selected Readings from:
Healy, L.M. & Link, R.L. (2011). Handbook of international social work: Human
rights, development and the global profession. New York: Oxford.
Kennett, P. (Ed.) (2006). A handbook of comparative social policy.
Cheltenham, UK: Edward Elgar, Ltd.
Student recommendations on selected topics.
TEACHING METHODS:
This course will employ analytic, research, writing and presentation learning strategies. Students
will be expected to lead discussions on specific international policy comparisons and
demonstrate abilities to analyze and critique the perspectives, ideologies, value base and
implementation approaches for specific policies in selected nations. Students will engage in
discussions and position taking on cross-national issues related to globalization, population
shifts, and development; and will facilitate discussions on selected policy issues. Brief lectures,
small group policy discussions, student led discussions and presentations will be employed in the
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class. Students are expected to work together to build a positive, learning-focused culture in the
class and to model professional level policy analysis methods, comparative policy research
approaches, and presentation and position-taking skills.
CLASS ASSIGNMENT:
The Learning Project for this class is composed of three parts:
1. Completion of the Formatted Comparative Policy Analysis Chart designed to visually
compare the three nations you have selected on core characteristics and components
of the policy you have selected (Due at 4th Class Meeting);
2. A Policy Comparison PowerPoint Presentation (To be presented during 6th or 7th
class; and
3. A Final Paper consisting of (a) a two page Policy Overview providing an analysis of
the welfare regimes of each nation and comparative policy analysis of your selected
policy area; and (b) a short (1-2 page) Policy Brief for one of the nations you have
studied. The Policy Brief is to be constructed as though you had been hired by a
group of in-county policy advocates and asked by this group to assist them in an
analysis of policy needs, and to facilitate their deliberations regarding developing
their policy goal statements, recommendations for major policy points, and summary
recommendations for their desired directions in policy advocacy.
A detailed description of the Final Project Assignment will be provided.
Percentage of Grade
Oral Presentations:
PowerPoint, Framework Chart, and facilitation of discussion of policy issue.
45%
The Policy Overview, Policy Brief and participation in Final
Panel Discussions
The final paper is due 4 days following the final class. During the 6th and 7th
classes, panels will discuss comparative issues in their Policy Overview, and
discuss the major points in their Policy Briefs.
45%
Class Participation:
10%
Oral presentations, handouts, engaging with analytical questions; leading seminar
discussion and facilitative leadership of group exercises, and quality of participation in
class discussions.
.
Course Expectations:
Attendance: Students are expected to attend all classes, to be prepared for seminar discussion of
assigned readings, and to be engaged in discussion of other students’ topics as well as their own.
Missing three classes will result in lowering of grade by ten points. Students may be excused
from class if they are participating in a major learning experience related to their field agency’s
work or attending a professional conference.
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Students will be asked individually or in small groups to become thoroughly familiar with
particular assigned readings for specific sessions and to lead discussion of questions related to
those readings with the class.
Students are encouraged to use the Internet to explore policy practice related sites and to gather
needed data and information for their policy analysis projects. For example, the UN website for
Treaties and Conventions--Human Rights, Rights of the Child, CEDAW, Refugees, ect. will be
critical components of our policy discussions. All students will study the Universal Declaration
of Human Rights and each student will select another international document in an area of major
interest--website address is: http://www.unhchr.ch/ .
Since this is an advanced level master’s course, there are high expectations for reading, writing,
analyzing, and critiquing professional literature and presenting your own work for discussion and
evaluation. Each assignment is expected to show evidence of critical thinking as well as
thoughtful consideration of the policy literature, and other relevant resources. Papers are
expected to include in-text citations and a summary list of references following the APA Style
Manual. Assignments should be word-processed or typed (double spaced) employing correct
English usage, grammar, punctuation and spelling. To be acceptable for advanced graduate work,
assignments must be at a level of professionalism expected of experienced policy practitioners.
Grading Policy:
The School of Social Work operates on an evaluation system of Honors (H), Pass (P), Low Pass
(L), and Fail (F). The numerical values for these grades are as follows:
H = 94 –100
P = 80 – 93
L = 70 – 79
F = 69 and below
A grade of P is “entirely satisfactory” master’s level work. On a traditional grading scale, a P
would range from an A- to a B-. The grade of H (Honors) signifies that the work is clearly
excellent in all respects.
Policy on Incompletes and Late Assignments
Students are expected to turn in written assignments to the instructor on the appointed date. If an
illness or major professional commitment prevents timely submission, contact the instructor
immediately to discuss implications and to work out arrangements to get the assignment to the
instructor as soon as possible. The University has strict policies that govern giving a grade of
Incomplete. This grade is given only in serious extenuating circumstances.
Policy on Accommodations for Students with Disabilities
Students who require accommodations in relation to class participation or assignment completion
should notify the instructor on the first day of class and provide a brief written statement in
relation to needed formats.
Policy on use of Electronic Devices
Students are expected to cut off all cell phones and other communication devices during classes.
Use of Laptops is permitted for policy searches and in-class assignments.
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Honor Code Expectations
Please refer to the APA Style Guide, the SSW Manual, and the SSW Writing Guide for
information on attribution of quotes, plagiarism and appropriate use of assistance in preparing
assignments. All written assignments should contain a signed pledge from you stating:
“I have not given or received unauthorized aid in preparing this written work; I
have not plagiarized the work of anyone else from books articles, web sites or
personal communication; and I have not submitted work for this class that was
developed for a previous or concurrent course.”
In keeping with the UNC Honor Code, if a reason exists to believe that academic dishonesty has
occurred, a referral will be made to the Office of the Student Attorney General for investigation
and further action will be taken as required.
Readings and Course Outline
1st
Class
Introductions and Course Overview
Initial discussion of international social policies of major interest to class members;
Discussion of selected nations for study; Review of assignment choices;
Review of Syllabus; Review and discussion of the Universal Declaration of Human
Rights
Discussion & Exercise: Selected UNDHR Articles and Assigned Questions
Exercise: Comparisons of Selected Conventions, Treaties, or Declaration, etc.
Select, review, download, read and analyze one UN Document. There are
numerous documents, choose one that is relevant for your topic:
CEDAW—Women’s Rights
Rights of the Child
Sustainable Development
Refugee Rights
Civil Society
or other documents listed on UN Web Site
Readings: UNDHR: United Nations web site (http://www.unhchr.ch/) and
Selected convention or other UN document
Handouts: United Nations Universal Declaration of Human Rights--Booklet
______________________________________________________________________________
Homework Preparation for 2nd Class:
1. Be prepared for further discussion of your policy area.
2. Be prepared for shared teaching/learning process to learn from each other to expand
everyone's knowledge of a range of policy issues.
3. Look up and copy the Human Development Index Scores for your Nations. Be
prepared to discuss them in class in relation to your selected policy issue.
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2nd Class
Welfare Regimes in Development Contexts:
A Global and Regional Analysis
Gough, Chapter 1. “Welfare Regimes in Development Contexts: A Global
and Regional Analysis”
Midgley, Chapter 5. “Theories of State Welfare”
Discussion: Relevance of readings for the nations you will focus on.
Exercise:
Group Comparisons of the HDI’s for selected nations.
Readings:
______________________________________________________________________________
Homework for Third Class:
1. Locate read and bring to class two copies of at least one document that provides you
with needed information about each of your selected nations. Consider: National
Web-Sites; National Policy Documents; National Constitution, relevant Web sites,
articles, or book chapters.
2. Locate and bring to class a copy of at least one document (for each nation) that deals
with your policy issue. Consider the same sources listed above as well as articles
from relevant journals for your topic.
3rd
Class
Informal Security Regimes: The Strength of Relationships
Readings:
Wood, & Gough, Chapter 2. “Informal Security Regimes: The
Strength of Relationships”
Midgley, J. Chapter 9. “International Social Development”
Discussion:
Be prepared to discuss social policy and human welfare issues in
nations with ‘informal security regimes’
Exercise:
Comparisons and discussions of materials located for selected
nations and policy issues.
.
Homework for 4th Class: Locate at least one document that deals with human
rights and one with social justice in each of your nations. Be prepared to discuss
and take positions regarding the meaning and application of the materials. How
reliable do you think the source is? Are there independent ways that the
information reported can be verified?
Preparation for Class Exercise Class 4: Skills Development: Position Taking;
Questioning; Discussion of issues raised by the readings with regard to
social justice and human rights and issues such as: poverty, inequality, exclusion,
and human rights problems. Consider issues of gender, race/ethnicity/minority
status/religious minority status, or other stigmatized positions. You may find
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information related to major cross-national social problems such as slavery or
human trafficking.
1. Prepare two brief statements that you think are important value and policy
issues in relation to the above topics in your nations and or policy area.
2. Prepare two questions about these topics that you want to raise with the class.
3. Write a brief paragraph providing your comparison and contrast between the
NASW Code of Ethics and the IFSW Statement of Principles.
4th Class
Conceptualizing In/security Regimes & International Context
Readings:
Bevan, Philippa, Chapter 3 in Wood & Gough. “Conceptualizing
In/security Regimes”
Midgley, Chapter 6. “The Impact of State Welfare: An
International Assessment” and Chapter 2. “The Global Welfare
System”
Activities:
Discussion of chapters and the meaning and impact of In/security
Regimes on populations and in global context. Be prepared to
discuss impact in one of your selected nations.
Discussion and Position Taking re Social Justice and Human
Rights Issues related to your policy area and selected nations.
Discussion and Position Taking re: Comparison of NASW
Ethical Code and IFSW Ethical Principles. Do any of your nations
have a social work or social service Code of ethical behavior?
______________________________________________________________________________
Homework Preparation for Class Exercises 5th Class—Make notes for
discussion:
1. Read the Chapter from Part II of Wood & Gough that you have selected.
2. How do the implications presented impact the people of the nation(s) you
have selected?
3. Consider the policy and advocacy work that social workers/community
practitioners can take on to better the well-being of people, and promote more
supportive policy in relation to your area of interest.
Write at least two sentences related to this issue for class discussion.
4. How can you and other social workers/community practitioners and NGO
staffs contribute to national and international work for social justice and
human rights?
5. Complete Comparative Policy Analysis Worksheet for Three Nations
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5th Class
Comparison of Welfare Regimes and Social Policy Issues
Readings:
Midgley, Chapter 7. “Social Change and the Field of State
Welfare”
Select one of the following chapters from Part II of Wood &
Gough and be prepared to present to the class central issues related
to the type of regime that you read about and its relevance to at
least one of the nations that you are studying.
Barrientos, A. Chapter 4. “Latin America: Towards a LiberalInformal Welfare Regime.”
Gough, I. Chapter 5. “East Asia: The Limits of Productivist
Regimes.”
Bevan, P. Chapter 6. “The Dynamics of Africa’s In/security
Regimes”
Research:
Complete and be prepared to discuss you Comparative Policy
Analysis Framework
Handouts:
Your Comparative Policy Analysis Framework and a brief handout
of the major points in the Wood & Gough chapter you selected.
Group Panels: Comparative discussion of your Frameworks and chapters
studied
Homework for Class 6: Research for final paper.
6th Class
Presentation of two Final Power Point Presentations
Presentations: Final Power Point Presentation
Activities:
Discussion of International Policy Comparison Frameworks
Readings:
Wood & Gough, “Conclusion: Rethinking Social Policy in
Development”
Midgley, Chapters 3. “Social Conditions in Global Context” or
Chapter 10. “International Collaboration in Social Welfare”
______________________________________________________________________________
7th Class
Final Class
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Final Project Presentations
Activities:
Presentations of International Policy Comparisons-Power Points
& Handout and Discussion of one Policy Brief for each class
member
Discussion of Related Issues
Course Evaluation and Future Learning Plan
Turn in Your Final Paper four days after the final class
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