Social and Political Analysis of Emerging Economies
Module Handbook
Module Code: 4YYD0004
Term 2, 2021
Term 2, 2021
Week 1: What is Politics, Political Science and Explanation in the Social
Sciences
We begin the module by thinking about what is the nature of politics and even more so, what
is the role of citizens in society. Aristotle is widely regarded as the first political scientist and
while the methods and theories of political science have come a long way since, his approach
continues to be a simplified model for how political science works.
Aristotle is concerned with determining the best constitutional arrangement for good
governance of city states. His method is to develop an argument about basic principles of
human nature, and then logically reason from there to identify elements of just relations
between citizens and between rulers and ruled. He then looks at existing city state
constitutions and analyses them with reference to how well they adhere to these ideals.
Core reading:
− Miller, Fred, "Aristotle's Political Theory", The Stanford Encyclopedia of Philosophy
(Winter 2017 Edition), Edward N. Zalta (ed.).
Watch:
− Excerpt from Khan Academy (3’ to end). This short video offers a clear summary of
Aristotle’s political philosophy, and Politics in particular. It may be useful to first watch this
video, and then do the core reading.
Skills development:
The skills we are working to develop this week - alongside the engagement with the course
content - is how to independently recognise appropriate academic sources. We will also
discuss how to cite/reference properly, and issues of plagiarism.
Further readings:
1. Aristotle: Politics, Books 1-3
Week 2: The State
This week's readings deal directly with the state -- the institution that establishes and
maintains order in complex societies. The context for both readings is important to
understand what the authors are doing and why.
Thomas Hobbes wrote in reaction to the turbulence and violence of the English Civil Wars of
the 17th Century. Hobbes' philosophy is driven by fear of disorder and the violence that
comes with it -- a fear manifested not only in the English Civil Wars, but easily visible in
many "conflict" and "fragile" states today. When you read Hobbes, focus in particular on
Book 13 as the most important one. Like Aristotle, Hobbes develops his VERY different
conception of the good society off a set of first principles and assumptions about the
character of human nature. Make sure you understand Hobbes two laws and how they extend
to support an argument for a strong, unified authority.
Peter Evans is writing in a very different context. The beginning of his chapter is likely to be
very confusing. Don't worry about that. The beginning of the chapter is an extended
discussion with other scholars as well as engaging with some of the other contributors to the
book from which this chapter comes. The key point to keep in mind is that scholars and
policy makers have gone through different stages of thinking about the value of state
involvement in the economic development.
Core readings:
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− Thomas Hobbes, Leviathan, chapters 13-16 (especially 13).
− Peter Evans, “The State as Problem and Solution: Predation, Embedded Autonomy,
and Structural Change” in Stephan Haggard and Robert Kaufman, eds. The Politics of
Economic Adjustment.
Watch: The School of Life. (2015) “Political Theory: Thomas Hobbes”. (3’20” to
6’30”). This is a good ‘explainer’ of Hobbesian thought, and should be a helpful
complement to reading The Leviathan. In fact, as with last week, it may make sense to
watch this first, and then reach Chapter 13 of The Leviathan.
Skills development:
The skills we are continuing to develop academic referencing and citation skills.
Keeping this in mind, in your answers to the “Ahead of class” questions, be sure to
use proper academic citations, particularly when you are quoting specific phrases or
ideas.
Further readings:
− Lloyd, Sharon A. and Sreedhar, Susanne, "Hobbes’s Moral and Political
Philosophy", The Stanford
Week 3: Individual Rights
This week, we explore the idea of individual rights and think about individuals as separate
from the state. Individual rights are often conceived of as a set of protections against the
extraordinary power of the state.
We draw here on John Locke's two treatises, which were so controversial at the time of their
writing that they were published anonymously to protect Locke from persecution for his
arguments. Like Hobbes, he imagines a state of nature to begin to articulate his views on
social contract. But, his social contract leads him to conceive of a more limited notion of
authority and the state than Hobbes. As you read him, think about what he is saying are
the fundamental, inalienable rights of individuals and in particular, look at what he has to say
about property. His views of property are important to his ideas about inalienable individual
rights and the need for limits to arbitrary state authority.
To understand the context in which these authors were writing, it is essential that we engage
with The Enlightenment. Please, watch the short video on the Enlightenment and its
relationship with the development of this political thought.
Core reading: Tuckness, Alex, "Locke’s Political Philosophy", The Stanford Encyclopedia
of Philosophy (Spring 2020 Edition), Edward N. Zalta (ed.),
Watch: The Enlightenment (3’ - 6’10”). This historical context is essential to understand the
thought that came out of this era about the state and society, and the necessary maintenance
of individual rights.
Skills development:
Presentation: we emphasize the development of verbal presentation skills this week (and
next). In this way, the activities are designed to help you sharpen your skills in determining
which elements to include in your presentation, and how to communicate your ideas
effectively.
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What is The Enlightenment and why does it matter for studying politics?
What is the emphasis of Locke’s argument in the Second Treatise?
How does his orientation differ from that of Hobbes?
According to Locke, in what ways should the state intervene in society?
Further readings:
John Locke, The Second Treatise of Government, chapters 1-5.
Micheline Ishay, The History of Human Rights: from Ancient Times to the Globalization Era,
chapter 2 (“Human Rights and the Enlightenment”).
Week 4: Collective Action and Social Movements
This week we are looking at two of the most important theorists of collective behaviour. They
are both challenging readings so please keep this guide in mind. Mancur Olson confronts the
problem of trying to understand why people so often fail to act collectively. He wrote this
work in 1965 and confronted a world of social science that took collective behaviour as a
given, except for one little problem: people VERY often don't cooperate to produce some
shared goal. In fact, not cooperating is the norm, not the other way around.
Olson's answer to the problem is rooted in micro-economics and its assumptions about human
behaviour (that is to say rational, self- interested, utility maximizing individuals) and in
particular in the difference between market goods (or exclusive goods as he calls them) and
public goods (or inclusive goods as he calls them in this work). The chapter takes a technical,
mathematical turn on Page 22 until Page 33; he comes back to his ideas in a non-technical
way after page 33. Try to understand what he's saying about the costs of providing public
goods, the incentives of individuals to contribute or avoid contributing ("free rider" as it's
called in later work).
Sidney Tarrow is one of the most prominent theorists of social movements. He introduces a
different problem -- even if Olson is right that people rarely come together to work
collectively, sometimes they do and do so in ways that rational, utility maximizing theory
doesn't explain. In fact, sometimes large numbers of people mobilize in vast social
movements that can profoundly alter the course of politics.
Tarrow's book lays out a comprehensive theory of social movements, but this chapter offers
an intellectual history from Marx to the present to show how perspectives on social
movements developed over time. Each new iteration solved one problem, but left others
unsolved. You don't need to remember all the details. The point in the end is to see his
summary of the main pillars of the explanations.
Core Readings:
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Olson, Mancur. (1965) The Logic of Collective Action, chapter 1 (“A Theory of
Groups and Organizations”). Boston: Harvard University Press.
Tarrow, Sidney. (2011) Power in Movement, chapter 1 (“Contentious Politics and
Social Movements”). Cambridge: Cambridge University Press (Revised Edition).
Further Reading: The Economist (Nov 2019) article: We all want to change the
world.
Week 5: Culture and Citizens
This week we are talking about culture! Culture is something that almost everybody agrees
really matters, but political scientists have a really hard time talking about it. It is
simultaneously one of the most powerful ways we organise ourselves in society and one of
the hardest things to pin down in tangible, measurable ways (which we political scientists like
-- almost as much as economists).
Ronald Inglehart has been on a forty-year campaign to understand how countries differ on
questions of national culture and identity. He does not concern himself at all with questions
of meaning. Rather, he is interested in the clusters of values we hold, as reported in public
opinion surveys, and how that links to shifts in the productive structure of the economy. In
this particular version of his work, he and his co-author Wayne Baker lay out their cultural
argument and connect it to 'modernization' theory.
The Scott (1976) piece explores preferences of subsistence farmers in Southeast Asia,
problematising the conception of individual rationality. He instead argues that preferences in how peasant farmers interact with the state in terms of taxes, for instance - can better be
explained through an understanding of their morality. In this way, morality needs to be
understood, in order to understand political preferences, and by extension, activity.
−−
Core Readings
Inglehart, Ronald and Wayne E. Baker (2000), “Modernization, Cultural Change and the
Persistence of Traditional Values.” American Sociological Review, 65(1): 19-51.
Scott, James C. (1977) The Moral Economy of the Peasant. New Haven: Yale University
Press. Chapter 1.
Watch: Kishore Mahbubani, “What are Asian values?”
Skills Development: This week, we move on to debates and argumentation. We will
practice building and presenting concrete arguments by using appropriate evidence and
examples. We will also think about pre-empting, contemplating, and challenging counterarguments in our work.
Further Readings
James D. Fearon and David D. Laitin. (1996), “Explaining Interethnic Cooperation.” The
American Political Science Review, 90(4): 715-735.
Week 6: Democracy and Authoritarianism
This week, we explore the concept of democracy by defining its constituent elements, and
also, by defining its (implicit) opposite, authoritarian regimes. We begin by examining the
range of conceptions of democracy, which emphasize different aspects. Some define
democracy according to the processes, such that certain processes need to be continuously
established. One such influential conceptualisation that takes this “procedural” tack is Robert
Dahl’s Polyarchy. Dahl asserts that seven processes need to be established, in order for a
regime to be considered a democracy. This includes free and fair elements, inclusive suffrage,
freedom of expression, and more. We will explore Dahl’s requisite rights and processes. We
also examine conceptualisations that emphasize equality, accountability and participation.
The other core reading for this week, by Kendall-Taylor et al, offers a delineation between
the concepts of both democracy and authoritarian regimes, which helps to crystalise our
understanding of democracy.
Why do these different conceptualisations matter? Well, they very much matter when we go
out in the world and measure the democratic quality of regimes. One’s methods for
measuring democracy depends on the underlying conceptualisation, and what it emphasises.
To explore how this plays out, we explore the methodological challenges.
Core Readings:
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Dahl. (2015) On Democracy. New Haven: Yale University Press.
Kendall-Taylor, A., Lindstaedt, N., & Frantz, E. (2019) Democracies and
Authoritarian Regimes. Oxford University Press. London.
Watch: The Economist Intelligence Unit. Democracy Index 2019. While watching,
think about the following: what are the major trends in democratic quality over the
year? What does this method emphasise?
Skills Development: This week, we continue building on good argumentation
practices, focusing on the importance of evidence and being considerate about
counter-arguments as a way of understanding the complexity of academic debate.
Further Readings:
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− Barbara Geddes, Joseph Wright and Erica Frantz (2014), “Authoritarian
Breakdowns and Regime Transitions: A New Data Set.” Perspectives on
Politics, 12(2): 313-331.
− Political Compass.
− Tilly, Charles (2007) Democracy. Cambridge: Cambridge University Press
Week 7: Parties and Political Institutions
This week, we explore the concepts underpinning political systems and the ways in which the
political system shapes the nature of the regime. There’s a number of dimensions on which
systems differ; they can be parliamentary or presidential, consensus or majoritarian
democracy, unitary or federal states, and the voting systems can be “first past the post” or
“proportional representation”. We begin by distinguishing between types of party systems,
such as presidential and parliamentarism. Simply stated, presidential systems have two agents
of the electorate - and assembly and a president, while a parliamentary system has just one
agent of the electorate. More briefly, we distil the differences between consensus and
majoritarian democracy, as well as unitary or federal systems, asking all the while: what
impact does this have? What are the trade-offs implicit in this approach?
Our last area of difference is that of the electoral voting systems. Here, we distil the major
ways in which voting systems differ, particularly as either “first past the post” or
“proportional representation”. There is, of course, no one perfect system. What we will
examine is the relative trade-offs in terms of the system’s ability to effectively represent
(heterogenous) societies and to encourage efficient governance. The essential trade-off is:
representativeness or efficiency, as we will see.
Core Reading: Menocal, Alina Rocha. “Why electoral systems matter: an analysis of their
incentives and effects on key areas of governance”, Overseas Development Institute.
Watch / listen: Take a look at the following visual map of Brazil’s political parties and
timeline of its history since 1979, and think about how the complexity of the system might
impact political processes.
Skills Development: This week, we begin thinking about writing techniques. As we have
seen, it is important to use evidence and examples to build a strong and convincing argument.
However, it is just as important to be concise, accurate, and consistent when discussing
evidence and analysis.
Further Readings:
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− Carey, John M. and Simon Hix. (2011) “The Electoral Sweet Spot: LowMagnitude Proportional Electoral Systems”, American Journal of Political Science,
55(2): 383-397.
− Mainwaring, Scott. (1999), Rethinking Party Systems in the Third Wave of
Democratization, chapter 1 (“Reexamining Party Systems Theory in the Third Wave
of Democratization”); 21-62. Stanford University Press.
Week 8: The State Revisited
The debate on “which architecture” of the state (is best) centres on inclusivity versus
efficiency and effectiveness, the level of government that should be responsible for decisionmaking, design to limit corruption and promote aptitude, and whether representation should
be (or is best when) direct or substantive. This session builds on last week, by further
introducing the design and workings of democratic institutions, including accountability,
representation, and the rule of law.
We explore existing debates around political and societal accountability and discuss instances
when representation and/or accountability are betrayed by popular leaders. We explore
accountability in its “vertical” ways (through electoral means, and through legal channels, as
well as “horizontal”. Then, we draw on representation, particularly, what makes for a
legitimate representative? This includes a discussion of Pitkin’s four views, in terms of
formalistic, symbolic, descriptive and substantive (and we will pick up on this in the week’s
video and seminar activities). Finally, we turn to the concept of the rule of law, and
Guillermo O’Donnell’s essential distillation of what arenas as to be examined in assessing the
existence (and quality) of the rule of law, including the legal system, state institutions and
civil and human rights.
Core Readings:
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− Dovi, Suzanne, "Political Representation", The Stanford Encyclopedia of
Philosophy (Fall 2018 Edition), Edward N. Zalta (ed.).
− Htun, M. (2016) Inclusion without Representation in Latin America: Gender
Quotas and Ethnic Reservations, Cambridge: Cambridge University Press. Chapters 1
and 2.
Watch / listen:
− Anne Philips (LSE) interview on Women and political representation.
Skills Development: This week, we continue to develop good practices and techniques by
focusing on succinct and concise writing.
Further Readings:
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− Guillermo O’Donnell. (2005) “Why the Rule of Law Matters.” Chapter 1, pp. 3-17
in Assessing the Quality of Democracy, Larry Diamond and Leonardo Morlino, eds.
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− Robert Putnam (1993), Making Democracy Work, chapter 1 (“Introduction:
Studying Institutional Performance”). Princeton University Press.
− Stillman, Peter G. (1974) “Hegel's Critique of Liberal Theories of Rights”,
American Political Science Review, 68(3): 1086-1092.
− Urbinati, Nadi and Mark E. Warren. (2008) “The concept of representation in
Contemporary Democratic Theory”, Annual Review of Political Science, 11: 387-412.
Week 9: States versus Markets
This week considers the central arguments for markets as self-organising and autonomous
concepts and the case for seamless global markets. It also explores conceptualisations of the
market that are rooted in distinct social and political processes. Students will consider
empirical examples of efficiencies and failures (and everything in between). In particular, we
examine the underpinnings of the argument that the state should simply “get out of the way”
and those who contend that, clearly, the market (alone) is unable to produce optimal
distributional outcomes. This awareness motivates state involvement in a variety of aspects of
the economy, in terms of production planning and redistribution. In a contemporary context,
it also involves the state as a crucial driver of innovation, in aspects of the technological
frontier, such as artificial intelligence.
Core Readings:
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− Ha Joon Chang. (2003) Kicking Away the Ladder, chapter 2 (“Policies for
Economic Development”). Anthem Press.
− Milton Friedman and Rose D. Friedman. (2002) Capitalism and Freedom, chapter
1 (“The Relation between Economic Freedom and Political Freedom”); 15-26.
University of Chicago Press.
Watch / listen: Keynes versus Hayek rap anthem video. This debate - set to hip hop presents the arguments for government intervention to bail out the economy (Keynes)
and the case for the government mostly getting out of the most and letting market
forces work (Hayek).
Skills Development: This week, we focus on planning and structuring essays for
coursework and exam questions through activities based on the Academic English
writing style.
Further Readings:
1. ● Mazzucato, Mariana. (2013) The Entrepreneurial State: Debunking Public
vs Private Sector Myths. Anthem Press. Introduction chapter.
2. ● Stiglitz, Joseph. (2001) “Foreword” in Karl Polanyi (2001 [1944]) The
Great Transformation: The Political and Economic Origins of Our Time.
3. ● Wade, Robert. (1990) Governing the Market: Economic Theory and the
Role of Government in East Asian Industrialization. Princeton: Princeton
University Press.
Week 10: Institutions, Politics and the Origins of Markets
Institutions matter. They explain why some people and places behave the way they do, and
on the national development level of analysis, have been used since the 1970s to explain why
countries experience differential developmental trajectories, in both the political and
economic sphere. This week, we explore what institutions are and how they are employed to
explain outcomes. Our emphasis will be on institutions as mechanisms that drive a
persistence in trajectory.
Core Readings:
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Acemoglu, Daron and Robinson, James A., (2006) Economic Origins of Dictatorship
and Democracy. New York: Cambridge University Press.
Beatty Reidl, R. (2018) Chapter 2. Institutional Legacies: Understanding Multiparty
Politics in Historical Perspective. in Cheeseman, N. (2018) Institutions and
Democracy in Africa, Cambridge: Cambridge University Press.
Watch / listen:
− James Robinson. (2017) “Institutions, Democracy and Economic Development” (6’36”
long).
Skills Development: This week, we continue focusing on planning and structuring essays
for coursework and exam questions through activities based on the Academic English writing
style.
Further Readings:
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Heilbroner, Robert L. and William Milberg. (2011) The Making of Economic Society,
chapter 2 (“The Emergence of Market Society”); 32-53. Pearson Economics.
North, Douglas. (1990) Institutions, institutional change, and economic performance.
Cambridge University Press, Cambridge.
Przeworski, Adam; Michael E. Alvarez; José Antonio Cheibub, and Fernando
Limongi (2000) Democracy and Development: Political Institutions and Well-Being
in the World, 1950-1990. Cambridge: Cambridge University Press.
Recommended further readings
Clark, William, Matthew Golder, and Sona Golder. 2013. The Principles of Comparative
Diamond, Jared. 1997. Guns, Germs and Steel: The Fates of Human Societies. W. W. Norton
Hobbes, Thomas. 1981. Leviathan, Penguin Classics Press.
Locke, John. 2011. Second Treatise of Government, Watchmaker Press.
Machiavelli. The Prince.
Pitkin, Hannah. 1967. The Concept of Representation.
Plato. 2007. The Republic, Penguin Classics Press.
Putnam, Robert. 2000. Bowling Alone: The Collapse and Revival of American community.
Simon and Schuster.
Rodrik, Dani. 2010. The Globalization Paradox. Oxford University Press.
Rousseau, Jean Jacques. 2012. On The Social Contract and Other Political Writings Penguin
Classics Press.
Theda Skocpol. 1979. States and Social Revolutions. Cambridge, UK: Cambridge University
Press.
Term 2
Week 1: Sociology and Development: An introduction
This session introduces basic concepts of sociology. We discuss what it means to ‘think
sociologically’ and how this differs from other ways of seeing the world and society.
Then we discuss how sociologists study human behaviour and social phenomena by
introducing the concept of the sociological imagination. We highlight the distinction
between troubles and issues as an essential tool to understand sociology.
Readings
1. Mills, C.W. (2000) The Sociological Imagination. Oxford: Oxford University Press:
Chapter One.
2. Derluguian, Georgi (2000) ‘A Tale of Two Cities.’ New Left Review 3 (May-June): 4471.
Week 2: Karl Marx 1 historical materialism and the foundation of capitalism
This session outlines the development of Marx’s key concept of historical materialism.
We first trace intellectual and socio-political context within which Marx developed his
theory. We then explore the influence of his ideas on modern capitalism.
Class questions:
1. What is historical materialism?
2. Marx was a critic of capitalism but not of industrialisation. Why?
Readings:
Marx, Karl (2000). Karl Marx: Selected Writings. (ed.) David. McLellan. Oxford: Oxford
University Press: Chapter 8: Economic and Philosophical Manuscripts; Chapter 14: The
German Ideology; Chapter 29: Grundrisse.
Week 3: Karl Marx 2 class and the labour movement
This session discusses Marx’s views about the transition to modern capitalism. We first
focus on Marx’s materialist understanding of historical change and the rise of
capitalism. Then we use the case study of Chinese migrant workers employed in the
factories to understand the Marxist perspectives of labour power, surplus value,
alienation, class conflicts and struggle in the era of global capitalism.
Readings:
1. Wood, Allen (2004) Karl Marx. London: Routledge: 87-100.
2. Marx, Karl (2000). Karl Marx: Selected Writings. (ed.) David. McLellan. Oxford: Oxford
University Press: Chapter 31: Theories of Surplus Value.
3. Pun, N. (2004) Made in China: Women Factory Workers in a Global Workplace.
Durham and London: Duke University Press: 1-23 & 24-49.
Week 4: Weber 1 Religion, ‘World Religions’ and Capitalist Development
This session discusses Weber’s perceptions about the transition to rational capitalism.
We first discuss intellectual and socio-political circumstances that shaped Weber views.
We then discuss Weber’s classic study of the relationship between Protestantism and
rational capitalism. Beyond Christianity, we further explore Weber’s analysis of ’World
Religions’-Hinduism and Confucianism and the implications on different patterns of
economic development.
Readings:
1. Greenfeld, Liah (2003) The Spirit of Capitalism. Cambridge MA: Harvard University
Press: 10-21.
2. Weber, Max (2001) The Protestant ethic and the spirit of capitalism. London, New
York: Routledge: 13-28 & 32-38.
3. Giddens, Anthony (1971). Capitalism and Modern Social Theory: An Analysis of the
Writings of Marx, Durkheim and Max Weber. Cambridge: Cambridge University Press.
Chapter 12 Rationalisation, the ‘world religions’, and western capitalism (169-184).
Week 5: Weber 2 Bureaucracy and Four Types of Rationality
This session discusses Weber’s concept of bureaucracy and rationality. We first discuss
the role of bureaucracy in capitalist development. Then we analyse four types of
rationality outlined by Weber. When extending his theoretical standpoints to global
capitalism, we will assess the concept of bureaucracy in the Chinese context and discuss
the extent to which cultural convergence such as McDonaldization is a result of
rationalisation processes.
Readings:
1. Gerth, H. H. and C. W. Mills (eds) (1991) From Max Weber: Essays in Sociology.
London: Routledge: Chapter: Bureaucracy (196-244).
2. Collins, Randall (1986). Weberian Sociological Theory. Cambridge: Cambridge University Press. Chapters 1 & 2.
Additional Readings:
1. Ang, Yuen Yuen (2016) How China Escaped the Poverty Trap. Ithaca and London:
Cornell University Press. Introduction and Chapter 4 Franchising the Bureaucracy.
2. Ritzer, Geogre. (2014) The McDonaldization of Society (5th edition). London: Sage.
Chapter One: An Introduction to McDonaldisation.
Week 6: Durkheim: Solidarity and problems of modern societies
This session introduces Durkheim’s analysis of modern societies by focusing on Division
of Labour and Suicide. We first analyse Durkheim’s theory of how a society is held
together then we move on to discuss what is problematic about modern society. Key
concepts include mechanic and organic solidarity, social cohesion and quantitative
patterns of suicide.
Class questions:
1. What is the theoretical significance of Durkheim’s theory on division of labour?
2. How does Durkheim view division of labour in society?
Readings:
1. Jones, Robert Alun (1986) Emile Durkheim: An Introduction to Four Major Works.
Beverly Hills, CA: Sage: 24-59.
2. Jones, Robert Alun (1986) Emile Durkheim: An Introduction to Four Major Works.
Beverly Hills, CA: Sage: 82-114.
Additional Readings:
1. Durkheim, E. 1984[1893]. The Division of Labour in Society. London: Macmillan.
Week 7: Gender and Development
This session discusses the multiple positions women occupy in developing countries.
We first discuss two contrasting theoretical standpoints- Women in Development (WID)
and Gender and Development (GAD). We then cover the topics on female reproductive
and productive labour, motherhood penalty, health, education opportunities and
explore the alternatives to women empowerment.
Key Readings:
1. Boserup, Ester (1970) Women’s Role in Economic Development. New York: St.
Mar- tin's Press.
2. Bhavnani, K-K, J. Foran, and P. Kurian (eds) (2016) Feminist Futures: Reimagining Women, Culture and Development. London: Zed Books: An Introduction
to Women, Cul- ture, and Development 1-21.
Week 8: Education and Development
This session discusses the role of education in shaping development trajectories. We
follow the key issues including the UN Declaration of Human Rights, Colonialism, postcolonialism and neo-colonialism in education, Education for All and Millennium
Development Goals and then assess evidence for the impact of education on
development.
Readings:
1. Mundy,K.(2016).“Leaningin”onEducationforAll.ComparativeEducationReview
60(1): 1–26.
2. Schultz, P. (2001) ‘Why governments should invest more to educate girls.’ World
Development 30 (2): 207-225.
Additional readings:
1. Verger, A. and Novelli, M. (2012) Campaigning for ‘education for all’: histories,
strategies and outcomes of transnational social movements in education. Rotterdam:
Sense: 1-15.
2. Spaull, N. (2013) ‘Poverty & privilege: Primary school inequality in South Africa.’
Inter- national Journal of Educational Development 33(5): 436-447.
Week 9: Race and Ethnicity
This session discusses how ‘race’ and ‘ethnicity’ are linked to contemporary
inequalities. we then explore how ethnic divisions can become racialized and lead to
discrimination and violence.
Class questions:
Readings:
1. Back, L. and J. Solomos. (2000) Theories of Race and Racism: A Reader. London:
Routledge. Chapters 2 &11.
2. Gilroy, Paul. (2000) Against Race: Imagining Political Culture Beyond the Color Line.
Belknap: Harvard University Press: Chapter 7 “All about the Benjamins”: Multicultural
Blackness-Corporate, Commercial, and Oppositional.
Week 10: Final Discussion, Summative Assessment and the Mock Exam