63300 International Perspectives on Social Policy and Social Work Practice
Spring Quarter 2014
Days/Time:
Instructor:
Email:
Tel:
Office:
Office Hours:
I.
Monday 5:30-8:20 PM
Leyla Ismayilova, PhD
leyla@uchicago.edu
773-834-0401
E2
by appointment
COURSE DESCRIPTION
This course will provide an introduction to the field of international social welfare. It will survey the field,
highlight selected issues, and provide an introduction to social work practice in international agencies and
organizations. This course has been designed as a seminar and will give students the practice skills they need
in advancing international social development within the western industrialized countries, the transitional
economies and the poor developing countries. The perspective of the course is that there is a lot in common
between “underdevelopment” in the western industrialized countries and “underdevelopment” in the
transitional and poor developing countries. The course focuses on how to address global poverty, social
injustices, inequality, and working with diverse populations distinguished by race, ethnicity, culture, class,
gender, sexual orientation, religion, physical or mental ability, age and national origin. Students will be
expected to demonstrate basic understanding of issues in international social welfare, and at least the
beginning skills in the use of comparative methods in analyzing a cross-national social development policy or
program of particular interest to them. The underlying premise of the course is that it is essential for social
workers to take a leading role not simply in analyzing international social policies, but also in guiding
international social development projects, programs and policies.
This course will situate social policy considerations and social work practice challenges in the context of a
globalizing world. The course introduces students to theoretical, conceptual and practice models as they relate
to the social policies, programs and services in industrialized countries, transitional economies and poor
developing countries, placing particular focus on transitional and developing contexts. The course will
investigate the major international social welfare trends, issues and opportunities and will examine how global
poverty, social injustices, and inequality are addressed in different nations. History and trends in international
relief and development policy, the role of international organizations in shaping the nature of social
development and social problems and how social work fits into broader relief and development policies,
programs, and practice will be examined. Students will learn to critically examine and evaluate major
theoretical models and approaches to social services and programs in different cultural, socio-economic, and
political contexts. Using case examples, the course will provide opportunities for students to deepen their
understanding of the complex social, economic, political, national and international factors that influence
responses to poverty and income inequality, health disparities and public health crises, low status of
women/gender discrimination, migration and refugee resettlement, conflict and violence and other social
issues.
1
II.
COURSE OBJECTIVES
The major objectives of the course are to:
1. Explore the major international social welfare trends, issues, and opportunities, and how social work
fits into broader relief and development policies, programs, and practice.
2. Inform students about history and trends in international relief and development policy, and the
implications for social work policy and practice.
3. Educate students about the major international social welfare organizations and their activities.
4. Provide the students with macro and institutional frameworks for planning and implementing social
development projects, programs and policies within an international context.
5. Explore appropriate interventions (projects, programs and policies) that can be used to address the
unique social development issues confronting the transitional economies of the former Soviet Union
and the poor developing countries of Asia, Africa and Latin America.
6. Explore how the social work knowledge can be utilized for the development and implementation of
appropriate interventions in an international context.
7. Provide opportunities for students to deep their understanding of the complex social, economic,
political, national and international forces that influence international social development practice.
8. Present rigorous, challenging, diverse, and up-to-date empirical research and educational materials
dealing with international social development.
9. Increase students’ knowledge and awareness about critical issues in international social work, and
indigenous and sustainable solutions to social welfare needs.
10. Increase students’ knowledge and awareness of cultural competence and ethical issues entailed in
participating in international social work, including those associated with the dangers of exporting the
social welfare and social work solutions of most-developed nations and communities to least
developed nations and communities.
III.
EDUCATIONAL OUTCOMES
Upon successful completion of this course, students will, through class discussions, oral presentations and
final papers:
1. Demonstrate the ability to critically evaluate up-to-date research and analyses dealing with
international social development.
2. Demonstrate the ability to apply international social development skills and knowledge in the delivery
of programs and services to communities and households in the western industrialized countries, the
transitional economies, and the poor developing countries of Asia, Africa and Latin America.
3. Demonstrate the ability to critically analyze and recommend specific changes in the delivery of
international social development projects, programs and policies.
2
IV.
READINGS
Required books:
Easterly, William (2007). The White Man's Burden: Why the West's Efforts to Aid the Rest Have Done So Much Ill and
So Little Good. Penguin Books.
Collier, Paul (2007). The Bottom Billion: Why the Poorest Countries are Failing and What Can be Done About it.
Oxford: Oxford University Press. E-book available via UChicago Library
http://pi.lib.uchicago.edu/1001/cat/bib/8745857
Roberts, J. Timmons and Hite, Bellone A (Editors). (2007). The Globalization and Development Reader: Perspectives
on Development and Global Change. Wiley-Blackwell Publishing.
Recommended books:
Abhijit Banerjee, Esther Duflo (2012). Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty.
PublicAffairs. Book’s website www.pooreconomics.com E-book available at UChicago Library
http://pi.lib.uchicago.edu/1001/cat/bib/8444766
Sen, Amartya (1999). Development as freedom. New York: Alfred A. Knopf, Inc. E-book available via UChicago
Library http://pi.lib.uchicago.edu/1001/cat/bib/8213102
Stiglitz, Joseph (2003). Globalization and Its Discontents. New York: W.W. Norton & Company.
Sachs, Jeffrey (2005). The End of Poverty: Economic Possibilities for Our Time. New York: The Penguin Press.
Lechner, Frank J. and Boli, John (Editors). (2011). The Globalization Reader. Wiley-Blackwell Publishing.
Cox, David & Pawar, Manohar. (2006). International social work: Issues, strategies, and programs. Sage Publications.
CA: Thousand Oaks.
Healy, Lynne M. (2008). International Social Work: Professional Action in an Interdependent World, Oxford University
Press. E-book available via UChicago Library http://pi.lib.uchicago.edu/1001/cat/bib/8254054
Dichter, Thomas W. (2003). Despite Good Intentions. University of Massachusetts Press.
Bornstein, David (2003). How to Change the World: Social Entrepreneurs and Power of New Ideas. New York: Oxford
University Press.
Ellwood, Wayne. The No-Nonsense Guide to Globalization, second edition, 2005 Verso.
Terry, Fiona. (2002). Condemned to Repeat? The Paradox of Humanitarian Action.
Other Useful Readings:
In additions to the required readings, each week there is a required set of readings assigned. All students in
the course are required to do all the course readings assigned.
Throughout the course, students are expected to be knowledgeable of current social, economic, and political
issues. This knowledge is essential for meaningful participation in class discussions. In order to stay abreast
3
of the current issues, students are required to read at least one daily international newspaper and several
weekly and monthly international periodicals, preferably from diverse political viewpoints. For example,
recommended U.S. newspapers include: Washington Post, Wall Street Journal, and The New York Times (especially
the NYT Global Edition International Herald Tribune www.iht.com ) along with web-based news portals like
www.euronews.com, www.aljazeera.com, allafrica.com, www.eurasianet.org, latindispatch.com. Please
pay particular attention to in-depth stories and “op-ed” commentaries that provide analysis of current issues.
Suggested U.S. periodicals include: the National Review, The Public Interest, Business Week, Economist, National
Journal, Congressional Digest, The Atlantic Monthly, The New Republic, American Prospect, Nation, and In These Times.
V.
ORGANIZATION OF THE COURSE
The course is organized with strong emphasis on class discussions. Students are expected to draw heavily
from the assigned readings, their fieldwork practice experience, international experiences (where applicable),
newspapers articles, and related courses in order to contribute to the discussions. Throughout the course,
there will be occasional videos and class exercises.
VI.
ASSIGNMENTS AND GRADING CRITERIA
Students will be graded on two assignments (an oral presentation and final paper), participation in class
discussions and group exercises. Students are expected to do an oral presentation of their comparative
international social development research project to the class. The assignments are expected to include an
extensive discussion of the relevant comparative international social development literature and a balance
between statistical and non-statistical data sources. Active participation in group work and class discussions is
required.
The breakdown of the grading is as follows:
 A mid-term presentation
 In-class assignments/peer rating
 Final paper (comparative international social development)
 Class attendance and participation
Total
30
10
40
20
100
Style: All written work must use APA style for citations and bibliographies. If you are not familiar with APA
style requirements, please consult the Publication Manual of the American Psychological Association. Work
turned in with other than APA style will be graded down. Your written work will be graded based on the
clarity of your presentation and your demonstration of your analytic and critical skills.
The main sources for your research papers should be scholarly and professional (e.g., agency, NGO)
literature. If you have the capacity, I encourage you to consult materials from more than one language as
discourses may be significantly different. You are also welcome to ground your papers in literature written in
scholarly and professional literature written in other languages.
Class Attendance: It is expected that students will attend all classes, and will arrive to class and depart on
time. Any departure from these expectations must be arranged in advance with the instructor, and will be
permitted only if unavoidable due to illness or other critical time conflict. Absence from a class and/or
leaving before the end of the class without prior approval from the instructor will result in a reduction of 5points—from the final grade—for each class missed.
4
Late Policy: Except under extremely unusual circumstances, all assignments must be completed fully and
submitted at the beginning of class on the due date. Late papers will result in a reduction of 4-points for each
day late (including weekends), unless prior approval is obtained from the instructor. A grade of incomplete is
given only in accordance with university policy.
Academic Honesty: Academic honesty in the composition of assigned papers is expected. If problems do
arise for you regarding any aspect of the course, please talk with the instructor so that the problem(s) may be
remedied. Violation of academic honesty in the preparation of papers (e.g., plagiarism) will result in
notification to the SSA Associate Dean, and will be dealt with according to the University and School policies
stated in SSA Student Handbook and the SSA Bulletin.
An “A” assignment: Is outstanding, complete, well-written and organized; is thorough and clearly and
accurately defines, explains and discusses the concepts and ideas and theories presented in assigned readings
using a student’s own words; elaborates beyond the readings and handouts; provides examples; and is able to
link into the discussion policy-level and practice level issues.
The Instructor adheres to University and School policies regarding accommodations for students with disabilities, religious
holidays, incompletes, plagiarism, and students’ evaluation of the course and its instruction as is stated in the SSA Student
Handbook and SSA Bulletin.
5
VII. TOPICS TO BE COVERED
PART 1
CONCEPTUAL UNDERPININGS OF INTERNATIONAL SOCIAL DEVELOPMENT
Week 1:
Introduction and overview of the course. Demographics & Development.



The language of international social development.
Electronic resources in international and comparative social development research.
Key players and history of international development policy.
This section is the introduction to the field of development that will cover key terms, historic events and key
actors. In addition, the session will discuss the importance of using evidence in developing and assessing
development programs and policies. A vast array of electronic resources currently exists to assist comparative
researchers with their investigations. Students will be introduced students to the electronic sources currently
available to assist them with the conduct of their own comparative social development research.
In-class activity: USAID Project - Girls Education in Afghanistan
Required readings:
*Collier, Paul (2007). The Bottom Billion: Why the Poorest Countries are Failing and What Can be Done About it.
Part 1 What’s the Issue. Falling Behind and Falling Apart: The Bottom Billion
*Kusek, Jody, Ray Rist and Elizabeth White. (2005). How will we know Millennium Development results?
Evaluation, 11 (1): 7-26.
Wainaina, B. “How to write about Africa.” Granta 92: The View from Africa.
http://www.granta.com/Archive/92/How-to-Write-about-Africa/Page-1
Paul Pronyk (2012). Errors in a paper on the Millennium Villages project. The Lancet, 379(9830):1946
Recommended readings:
Sachs, Jeffrey. (22 June 2000). A new map of the world. The Economist. www.economist.com/node/80730
Pawson R. (2002). Evidence-based policy: in search of a method. Evaluation, 8 (2): 157-181.
Armin Rosen (Jan, 2013). It's the Politics, Stupid: What Jeffrey Sachs' Development Work Is Missing. The
Atlantic. http://www.theatlantic.com/international/archive/2013/01/its-the-politics-stupid-whatjeffrey-sachs-development-work-is-missing/267054/
Understanding the influence and role of “actors” in contemporary social development. Major
Players in International Development: Donors, INGOs, States, NGOs, and Communities.
6



Influence of the major private and public sector “actors”
Understanding of the development-related policy, planning and service delivery at the local, national,
regional and international levels
The United Nations and its role in social development
Required Readings:
*Matanga, Frank Khachina (2010). NGOs and the Politics of Development in Africa. Development, 53(1):114–
119.
*Watkins, Susan Cotts, Swidler, Ann and Hannan, Thomas. (2012). Outsourcing Social Transformation:
Development NGOs as Organizations. Annual Review of Sociology, 38: 285-315.
*Bond, M. (2000). “The backlash against NGOs.” In The Globalization Reader. Malden: Blackwell Publishing.
Pages: 294-299.
Makoba, Wagona J. (2002). Non-governmental organizations (NGOs) and third world development: an
alternative approach to development. Journal of Third World Studies, 19(1): 53-61.
http://www.globalpolicy.org/component/content/article/177/31620.html
Cohen, Michael A., Maria Figueroa Küpçü, and Parag Khanna. (2008). The new colonialists. Foreign Policy.
167: 74. http://www.foreignpolicy.com/story/cms.php?story_id=220
Healy, L. (2001). International social welfare organizations and their functions, Chapter 5 in International Social
Work: Professional Action in an Interdependent World (New York: Oxford) pp.106-132.
Recommended readings:
Barnett, Michael (2005). Humanitarianism Transformed. Perspectives on Politics, 3(4):723-740.
http://ducis.jhfc.duke.edu/wp-content/uploads/archive/documents/barnett.pdf
Acemoglu, D, S. Johnson, and J. Robinson. (2001). The colonial origins of comparative development: An
empirical investigation. MIT Dept. of Economics Working Paper No. 00-22.
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=244582
Cammack, Diana, Dinah McLeod, Alina Rocha Menocal, and Karin Christiansen. (2006). Donors and the
‘Fragile States’ Agenda: A Survey of Current Thinking and Practice.
http://www.odi.org.uk/events/horizons_nov06/15Dec/JICA%20Report.pdf
Stiglitz, J. (2003). The promise of global institutions. Chapter 41 in Held & McGrew (Eds.) The Global
Transformation Reader (London: Polity Press).
Week 2:
The global context, international social development, and social practice—
conceptual underpinnings
This session introduces students to the concept of “globalization” and its implications for international social
development, especially for the development of poorer countries visa-à-vis access to and control over
7
resources that are essential to broad-based social and economic development. Issues to be explored include
the ethical and value dilemmas that are intrinsic to international practice, as well as the differences between
micro and macro-level practice within an international context. Rich countries both “own” and “manage”
major aspects of the global economy, often to the detriment of poorer countries on whom richer countries
depend for raw materials, cheap labor and the like.
Video: Life and Debt (A POV video on Globalization)
Required readings:
*Collier, Paul (2007). The Bottom Billion: Why the Poorest Countries are Failing and What Can be Done About it.
Part 2 The traps
2 The Conflict Trap p. 17
3 The Natural Resource Trap p. 38
4 Landlocked with Bad Neighbors p. 53
5 Bad Governance in a Small Country p. 64
*Easterly, William (2007). The White Man's Burden: Why the West's Efforts to Aid the Rest Have Done So Much Ill
and So Little Good.
Chapter 8
From Colonialism to Postmodern Imperialism
Chapter 9
Invading the Poor
*Andre Gunder Frank (2007). The Development of Underdevelopment (1969). In The Globalization and
Development Reader: Perspectives on Development and Global Change. Malden: Blackwell Publishing. Pages:
76-84
Amy Bellone Hite and J. Timmons Roberts (2007). Dependency and Beyond: Introduction. In The
Globalization and Development Reader: Perspectives on Development and Global Change. Malden: Blackwell
Publishing. Pages: 71-75.
Healy, L. (2008). International Social Work: Professional Action in an Interdependent World. New York: Oxford.
Chapter 2.
Theories and Concepts underpinning International Social Work: Globalization
Chapter 3.
Theories and Concepts underpinning International Social Work: Development and
Human Rights
Stiglitz, J.E. (2002) Globalism’s Discontents. In The Globalization and Development Reader: Perspectives on
Development and Global Change. Pages: 295-304.
Recommended readings:
Cox D., Pawar M. (2006). International social work: Issues, strategies, and programs. Sage Publications.
Chapter 2
The Integrated-perspectives Approach to International Social Work. (pp.25-47).
Amy Bellone Hite and J. Timmons Roberts (2007). Development and Globalization: Recurring Themes. In
The Globalization and Development Reader: Perspectives on Development and Global Change, pp. 1-16.
Sen, A. (Winter, 2002). “How to Judge Globalism.” The American Prospect. http://prospect.org/article/how-judgeglobalism
Gereffi, G. (2008). The Global Economy: Organization, Governance and Development. In The Globalization
Reader, pp. 170-180.
8
Huntington, Samuel (2007). The Change to Change: Modernization, Development, and Politics (1971) and
Political Order in Changing Societies (1968). In The Globalization and Development Reader: Perspectives on
Development and Global Change, pp. 56-67.
Sklair, Leslie (2007). Competing Conceptions of Globalization. In The Globalization and Development Reader:
Perspectives on Development and Global Change, pp. 233-245.
Farmer, Paul. On suffering and structural violence: social and economic rights in the global era. Chapter 1 in
Pathologies of Power: Health, Human Rights, and the New War on the Poor.
Sen, Amartya. (2004). Elements of a theory of human rights. Philosophy and Public Affairs, 32(4): 315.
Gereffi, G. “Rethinking Development Theory: Insights from East Asia and Latin America (1989/1994).” In
The Globalization and Development Reader: Perspectives on Development and Global Change. Pages: 114-134.
Week 3:
Development Ideologies in Action.
Poverty & Inequality. Alternative Anti-poverty programs and policies.
This session will explore the mechanisms used, at the global level, to sustain both social and economic
injustices. Alternative approaches for changing some of the mechanisms that foster social and economic
injustices at the global level will be explored. This session will also explore both the multifaceted nature of
poverty in rich and poor countries alike and will put a “human face” on the tens of millions of people
worldwide who struggle to survive on a day-by-day basis. Asset-development, as an alternative approaches
for addressing poverty and inequality, will be explored in the subsequent session.
Video: Cameroon: Pipeline to Prosperity? (PBS/Frontline)
Required Readings:
*Sachs, J. (2005). The End of Poverty. New York, N.Y.: Penguin, 2005.
Foreword and Introduction (pp. xv-73)
Chapter 12: "On-the-ground Solutions for Ending Poverty," pp. 227-266
Chapter 14: “A Global Compact to End Poverty,” (pp. 266-287).
*Easterly, William (2007). The White Man's Burden: Why the West's Efforts to Aid the Rest Have Done So Much Ill
and So Little Good.
Chapter 1
Planner vs. Searchers
Chapter 2
The Legend of Big Push
*Collier, Paul (2007). The Bottom Billion: Why the Poorest Countries are Failing and What Can be Done About it.
Part 3 An Interlude: Globalization to the Rescue.
Part 4 the Instruments
Chapter 7 Aid to the Rescue
*Abhijit Banerjee, Esther Duflo (2012). Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty.
Chapter 9
Reluctant Entrepreneurs
9
Cox D., Pawar M. (2006). International social work: Issues, strategies, and programs. Sage Publications.
Chapter 3
The Ideological Context (only pp. 65-70)
Sen, Amartya (1999). Development as freedom. New York: Alfred A. Knopf, Inc.
Chapter 2: “The Ends and Means of Development” (pp.35-53).
Chapter 4: "Poverty As Capability Deprivation" (pp.87-110).
Kwon, H. (2005). Review Article: Social Policy and Development in Global Context. Social Policy & Society 4:4,
467-473.
Recommended Readings:
Cox D., Pawar M. (2006). International social work: Issues, strategies, and programs. Sage Publications.
Chapter 7
The field of Poverty: Background and Issues
Chapter 8
The field of Poverty: Programs and Strategies
Abhijit Banerjee, Esther Duflo (2012). Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty.
Chapter 7
The Men from Kabul and the Eunuchs of India: The (Not So) Easy Economics of
Lending to the Poor
Chapter 8
Saving Brink by Brink
Minoiu, Camelia and Redday Sanjay. (2007). Aid does matter, after all: revisiting the relationship between aid
and growth. Conflicts in Development Economics, 50 (2): 39-58.
Farmer, Paul. (2000). Infections and inequalities. Global Change & Human Health, 1(2).
Le Billon, Philippe. (2002). The political economy of war: what relief agencies need to know. Humanitarian
Practice Network. http://www.odihpn.org/report.asp?id=2206
Yunus, Muhammad. (2003) “Halving Poverty By 2015: We Can Actually Make It Happen.” Lecture delivered
at the Commonwealth Institute, London on March 11, 2003.
http://www.grameen-info.org/bank/Commonlth01.html
Sachs, Jeffrey. (24 October 2002). Weapons of mass salvation. The Economist.
http://www.economist.com/node/1403544
Estes, R. (1999). The poverties: competing definitions and alternative approaches to measurement. Social
Development Issues 21 (2): 11-21.
Haque, M. Shamsul (1999). Restructuring Development Theories and Policies: A Critical Study. Albany, NY: State
University of New York Press
Chapter 2: “Practical Crises of Development” (pp.13-37)
Midgley, James (1996). Toward a developmental model of social policy: Relevance of the Third World
experience. Journal of Sociology and Social Welfare 23, pp. 59-74.
Hall, A. & Midgley, J. (2004). Social policy for development. London, Sage Publications.
Chapter 2: Social policy for development: Local, national and global dimensions (pp. 1-43).
10
Week 4:
Understanding the Contemporary “Welfare Mix”
Many “actors” contribute to the planning and implementation of social welfare and social development,
especially at the international level. This session will identify and discuss the major private and public sector
actors that are most responsible for development-related policy, planning and service delivery at the local,
national, regional and international levels. The session will also introduce and discuss the concept of
“privatization”.
Required readings:
*Easterly, William (2007). The White Man's Burden: Why the West's Efforts to Aid the Rest Have Done So Much Ill
and So Little Good.
Chapter 3
You Can’t Plan a Market
Chapter 4
Planners and Gangsters
Chapter 10
Homegrown Development
Chapter 11
The Future of Western Assistance
*Cox D., Pawar M. (2006). International social work: Issues, strategies, and programs. Sage Publications.
Chapter 6
The Field of Development: Programs and Strategies
*Wood G., Gough I. (2006).A comparative welfare regime approach to global social policy. World development,
34(10): 1696–1712.
*Sachs, J. (2005). The End of Poverty. New York, N.Y.: Penguin, 2005
“Can the Rich Afford to Help the Poor” (pp. 288-308).
“Myths and Magic Bullets” (pp. 309-328).
Isabela Mares and Matthew E. Carnes (2009). Social Policy in Developing Countries. Annual Review of Political
Science, 12:93–113.
Hoeffer, R. (1996). A conceptual model for studying social welfare policy comparatively. Journal of Social Work
Education, 32, 101–113.
Recommended Readings:
Mkandawire, T. (2005). “Targeting and Universalism in Developing Countries.” Paper presented to the UN
Economic and Social Council Meeting, 2005. Available at:
www.un.org/docs/ecosoc/meetings/2005/docs/Mkandawire.pdf
Sen, Amartya (1999). Development as freedom. New York: Alfred A. Knopf, Inc.
Chapter 5: “Markets, State and Social Opportunity” (pp.111-145).
Agostini, G., Chianese, F., French, W., & Sasdhu, A. (2007). Understanding the processes of urban violence:
An analytical framework. Crisis States Research Centre, London School of Economics.
http://www.eisf.eu/resources/library/Understandprocessesurbanviolence.pdf (Read 'Case Study: Nairobi,
Kenya' p.7-13 and 'Analysis' pp. 25-32; skim through Case Study: Bogota, Colombia, pp. 19-24).
Stone, D. (2002). Policy Paradox: The Art of Political Decision Making. New York, NY: Norton.
Chapter 7: “Numbers,” pp. 163 – 188; and
Part IV: “Solutions,” pp. 261-353.
11
Navarro, V., & Schmitt, J. (2005). Economic efficiency versus social equality? The US liberal model versus the
European social model. International Journal of Health Services, 35(4), 613-630.
Midgley, James. (1997). Social Welfare in Global Context . Thousand Oaks CA: SAGE Publications.
Chapter 7, "Social Change and the Future of State Welfare", pp. 134-158.
Week 5:
Student mid-term presentations: Three-country Comparative Social or Global Health Program or
Policy Analysis.
PART 2
WORKING WITH HISTORICALLY DISADVENTAGED POPULATIONS
Week 6:
Women in Development: Tradition and Subjugation.
Women Empowerment Programs
Women and children make up two thirds of the global population but, even so, have been among the most
neglected in terms of international development efforts. These two sessions will focus on the unique
situation of children and women in development—as persons in their own right and as members of larger
social collectives. Alternative approaches for advancing the social and economic status of women and
children will be explored.
Required Readings:
Read at least 4 articles of your choice.
Sen, Amartya. (20 December 1990). More than 100 million women are missing. New York Times Review of
Books, 37(20).
Boyle, E.H. (2002). “The Evolution of Debates over Female Genital Cutting.” In The Globalization Reader, pp.
300-306.
Mehryar, A. H. Ahmad-Nia, S. Kazemipour, S. (2007). Reproductive Health in Iran: Pragmatic Achievements,
Unmet Needs, and Ethical Challenges in a Theocratic System. Studies in Family Planning, 38(4):352361.
Nascimento, M. (2005). Working with young men to promote gender equality: An experience in Brazil and
Latin America. Eldis Document Store. http://www.eldis.org/fulltext/working-with-young-menJan2006.pdf
Ricardo, C., Nascimento, M., Fonseca, V., & Segundo, M. (2010). Program H and Program M: Engaging
young men and empowering young women to promote gender equality and health. PAHO/Best
Practices in Gender and Health. http://www.promundo.org.br/wpcontent/uploads/2011/01/OPASINGLES_WEB.pdf
Tucker, J. D., & Tuminez, A. S. (2011). Reframing the Interpretation of Sex Worker Health: A Behavioral–
Structural Approach. Journal of Infectious Diseases, 204(suppl 5), S1206-S1210.
Kaufman, M. R., & Crawford, M. (2011). Research and Activism Review: Sex Trafficking in Nepal: A Review
of Intervention and Prevention Programs. Violence Against Women, 17(5), 651-665.
12
Molyneux, M., & Thomson, M. (2011). Cash transfers, gender equity and women's empowerment in Peru,
Ecuador and Bolivia. Gender & Development, 19(2), 195-212.
Kasturirangan, A. (2008). Empowerment and Programs Designed to Address Domestic Violence. Violence
Against Women, 14(12), 1465-1475.
Heise, L.L. (Dec 2011). What Works to Prevent Partner Violence? An Evidence Overview. Working paper.
(Read Chapter 2, pp13-30) http://www.dfid.gov.uk/R4D/PDF/Outputs/Gender/60887Preventing_partner_violence_Jan_2012.pdf
Desai, M. (2002). Transnational Solidarity: Women’s Agency, Structural Adjustment, and Globalization. In
The Globalization and Development Reader. Blackwell, 2007.
Recommended Readings
UN Division for the Advancement of Women and UN Office on Drugs and Crime (2005). Good practices in
combating and eliminating violence against women. Expert Group Meeting Report.
http://www.un.org/womenwatch/daw/egm/vaw-gp-2005/docs/FINALREPORT.goodpractices.pdf
Von Roenne A, Von Roenne F, Kollie S, Swaray Y, Sondorp E, Borchert M. (2010). Reproductive health
services for refugees by refugees: an example from Guinea. Disasters, 34(1):16-29.
Ward, Jeanne. (2002). If Not Now, When?: Addressing Gender-Based Violence in Refugee, Internally
Displaced, and Post-Conflict Settings. New York: Reproductive Health Refugee Consortium. Pages
1-16.
Weston, Marta Cullberg. (2002). War is Not Over with the Last Bullet: Overcoming Obstacles in the Healing
Process for Women in Bosnia-Hercegovinia. The Kvinna Foundation, 2002
http://www.iktk.se/publikationer/rapporter/pdf/Bosnien.pdf - (very long report - skim)
Carpenter, R. Charli. (2006). Recognizing gender-based violence against civilian men and boys in conflict
situations. Security Dialogue 37(1): 83-103.
Jansen, Golie G. (2006). Gender and war: the effects of armed conflict on women’s health and mental health.
Journal of Women and Social Work 21(2), 134-144.
Week 7:
Working with Vulnerable Children
Required Readings:
Read at least four articles of your choice
Engle, P. L., Fernald, L. C., Alderman, H., Behrman, J., O'Gara, C., Yousafzai, A., Ertem, I. (2011). Strategies
for reducing inequalities and improving developmental outcomes for young children in low-income
and middle-income countries. The Lancet, 378(9799), 1339-1353.
Kojan BH., Lonne BH (2012). A comparison of systems and outcomes for safeguarding children in Australia
and Norway. Child & Family Social Work, 17(1):96-107.
Benjet, C. (2010). Childhood adversities of populations living in low-income countries: prevalence,
characteristics, and mental health consequences. Current opinion in psychiatry, 23(4), 356-362.
13
Richter LM. Sherr L., Adato M., et al. (2009). Strengthening families to support children affected by HIV and
AIDS. AIDS Care, 21(S1): 3-12.
Behrman, J. R., Parker, S. W., & Todd, P. E. (2009). Schooling impacts of conditional cash transfers on young
children: Evidence from Mexico. Economic development and cultural change, 57(3), 439. [Focus primarily on
the description of intervention, design and results].
Soares, F. V., Ribas, R. P., & Osório, R. G. (2010). Evaluating the Impact of Brazil's Bolsa Família: Cash
Transfer Programs in Comparative Perspective. Latin American Research Review, 45(2), 173-190.
Berckmans, I., Velasco, M. L., Tapia, B. P., & Loots, G. (2012). A systematic review: A quest for effective
interventions for children and adolescents in street situation. Children and Youth Services Review,
34(7):1259–1272
Harris, M. S., Johnson, K., Young, L., & Edwards, J. (2011). Community reinsertion success of street children
programs in Brazil and Peru. Children and Youth Services Review, 33(5), 723-731.
Lam, D., & Cheng, F. (2008). Chinese policy reaction to the problem of street children: An analysis from the
perspective of street children. Children and Youth Services Review, 30(5), 575-584.
Rubenson, B. H., Le Thi; Hojer, Bengt; Johansson, Eva (2005). Young sex workers in Ho Chi Minh City
telling their life stories. Childhood: A Global Journal of Child Research 12(3): 391-411.
Boothby, N., J. Crawford, and J. Halperin. (2006). Mozambique child soldier life outcome study: lessons
learned in rehabilitation and reintegration efforts. Global Public Health, 1 (1):87 – 107.
Recommended Readings:
Best Practice Approaches. Child Protection and Violence Against Women.
http://www.mcf.gov.bc.ca/child_protection/pdf/best_practice_approaches_nov2010.pdf
Lalor, K. (2004). Child sexual abuse in sub-Saharan Africa: a literature review. Child Abuse & Neglect, 28(4):
439-460.
Dickson-Gomez, Julia. (2003). Growing up in guerilla camps: the long-term impact of being a child soldier in
El Salvador’s civil war. Ethos, 20 (4): 327-356.
Kudrati, M. P., Mary L.; Yousif, Nassrin Dafaalla El Hag. (2008). Children of the "Sug": a study of the daily
lives of street children in Khartoum, Sudan, with intervention recommendations." Child Abuse &
Neglect, 32(4): 439-448.
Kline, Rachel. (2002). A model for improving rural schools: Escuela Nueva in Colombia and Guatemala.
Current Issues in Comparative Education.
Pinheiro, P. S. (2006). Report of the independent expert for the United Nations study on violence against
children. Geneva, United Nations.
McIntyre, A. (2003). Rights, root causes and recruitment: the youth factor in Africa’s armed conflicts. African
Security Review, 12(2). http://www.iss.co.za/ASR/12No2/E4.html
14
Week 8:
People involved in Drug Use and People affected by HIV/AIDS
Required Readings:
*Qian, H.-Z., Schumacher, J. E., Chen, H. T., & Ruan, Y.-H. (2006). Injection drug use and HIV/AIDS in
China: Review of current situation, prevention and policy implications. Harm Reduction Journal, 3(1):4.
*Hogan DR, Baltussen R, Hayashi C, Lauer JA, Salomon JA. (2005) Cost effectiveness analysis of strategies
to combat HIV/AIDS in developing countries. British Medical Journal, 331(7530):1431.
[Pay attention to different types of HIV programs and the methodology behind cost-effectiveness analysis].
Chen T.T., Winder A.E. (1990). The opium wars revisited as US forces tobacco exports in Asia. American
Journal of Public Health, Commentary.
In addition, read two more articles of your choice from the list below:
Ohiri K, Claeson M, Razzaghi E, Nassirimanesh B, Afshar P, Power R. (2007). HIV/AIDS prevention
among injecting drug users: Learning from harm reduction in Iran. World Bank working document.
Dickson-Gomez J, Corbett AM, Bodnar G, Rodriguez K, Guevara CE. (2010). Resources and obstacles to
developing and implementing a structural intervention to prevent HIV in San Salvador, El Salvador.
Social Science & Medicine, 70(3):351-359.
Cáceres CF, Mendoza W. (2009). The National Response to the HIV/AIDS Epidemic in Peru:
Accomplishments and Gaps - A Review. Journal of Acquired Immune Deficiency Syndromes, 51:S60.
Chhabra R, Springer C, Leu C-S, Ghosh S, Sharma S, Rapkin B. (2010). Adaptation of an Alcohol and HIV
School-Based Prevention Program for Teens in India. AIDS and Behavior, 14(0):177-184.
Recommended Readings:
Barnett, T.A & Whiteside, A. "Why Africa" (2003). In AIDS in the 21st Century: Disease and Globalization.
Palgrave Macmillan: New York. [Chapter 5]
Scambler G, Paoli F. (2008). Health work, female sex workers and HIV/AIDS: Global and local dimensions
of stigma and deviance as barriers to effective interventions. Social Science & Medicine, 66(8):18481862.
Creese A, Floyd K, Alban A, Guinness L. (2002). Cost-effectiveness of HIV/AIDS interventions in Africa: a
systematic review of the evidence. The Lancet, 359(9318):1635-1642.
In-class activity: Case study - Letter from a PLWH NGO
Week 9:
NO CLASS – MEMORIAL DAY
Week 10:
Mental Health Services and Services for People with Disabilities.
Required Readings:
15
Patel, V., Araya, R., Chatterjee, S., Chisholm, D., Cohen, A., De Silva, M.,Van Ommeren, M. (2007). Global
Mental Health 3: Treatment and prevention of mental disorders in low-income and middle-income
countries. Lancet, 370, 991-1005.
Saraceno B, van Ommeren M, Batniji R, et al. (2007). Barriers to improvement of mental health services in
low-income and middle-income countries. The Lancet, 370(9593):1164-1174.
Jordans, M., Tol, W., & Komproe, I. (2011). Mental health interventions for children in adversity: Pilottesting a research strategy for treatment selection in low-income settings. Social Science & Medicine,
73(3), 456-466.
Kim Y.D, Ross L. (2008). Developing service user involvement in the South Korean disability services:
lessons from the experience of community care policy and practice in UK. Health & social care in the
community, 16(2):188-196.
de Almeida, J. M. C., & Cohen, A. (2008). Innovative mental health programs in Latin America & the
Caribbean: PAHO, Washington, DC. (read about one country of your choice).
http://gmhmovement.org/downloads/Packages%20of%20Care%20%20%20Caldas%20de%20Almeida%20%20Cohen%202008%20PAHO%20casebook%20(2.18%20
MB).pdf
Pereira B, Andrew G, Pednekar S, Pai R, Pelto P, Patel V. (2007). The explanatory models of depression in
low income countries: Listening to women in India. Journal of Affective Disorders, 102(1-3):209-218.
Mercer, Stewart W., Alastair Ager, and Eshani Ruwanpura. (2005). Psychosocial distress of Tibetans in exile:
Integrating western interventions with traditional beliefs and practice. Social Science & Medicine, 60(1):
179.
Choose one article from the region of your choice:
Hanlon, C., Wondimagegn, D., & Alem, A. (2010). Lessons learned in developing community mental health
care in Africa. World Psychiatry, 9(3), 185.
Semrau, M., Barley, E. A., Law, A., & Thornicroft, G. (2011). Lessons learned in developing community
mental health care in Europe. World Psychiatry, 10(3), 217.
Ito, H., Setoya, Y., & Suzuki, Y. (2012). Lessons learned in developing community mental health care in East
and South East Asia. World Psychiatry, 11(3), 186-190.
Razzouk, D., Gregório, G., Antunes, R., & Mari, J. D. J. (2012). Lessons learned in developing community
mental health care in Latin American and Caribbean countries. World Psychiatry, 11, 191-195.
Recommended Readings:
Clarke, David A. (2005). The capability approach: its development, critiques and recent advances. Global
Poverty Research Group http://www.gprg.org/pubs/workingpapers/pdfs/gprg-wps-032.pdf
Farmer, Paul. (1996). On suffering and structural violence: a view from below. Daedalus, 125.
Honwana, Alcinda. (1998). Discussion guide 4: non-western concepts of mental health. In The Refugee
Experience Psychosocial Training Module,
http://earlybird.qeh.ox.ac.uk/rfgexp/rsp_tre/student/nonwest/toc.htm.
16
Lee, Judith A.B., Odie-Ali, Stella, and Botsko, Michael (2000). The invisible visibles: A study of the needs of
the homeless and mentally ill in Guyana. International Social Work, 43(2): 163-178.
Almedom, Astier M. (2004). Factors that mitigate war-induced anxiety and mental distress. Journal of
Biosocial Science. 36: 445-461
Almesdom, Astier M. and Derek Summerield. (2004). Mental well-being in settings of complex emergency: an
overview. Journal of Biosocial Science , 36: 381-388
http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=229075
Bass, Judith K., Paul A Bolton, Laura K Murray. (2007). Do not forget culture when studying mental health.
The Lancet, 370 (9591): 918.
Bolton, Paul and Alice M. Tang. (2002). An alternative approach to cross-cultural function assessment. Social
Psychiatry and Psychiatric Epidemiology, 27.
The use of technologies in the delivery of services.
In this session we will discuss the use of mobile and internet technologies in the delivery of social and health
services in middle and low income countries.
Required Readings:
*Lim, Megan S C, Hocking, Jane S, Hellard, Margaret E, Aitken, Campbell K. (2008). SMS STI: a review of
the uses of mobile phone text messaging in sexual health. International journal of STD & AIDS, 19(5),
287-290.
*Swan, AJ., Tyssen, EG. (2009). Enhancing treatment access: Evaluation of an Australian Web-based alcohol
and drug counselling initiative. Drug and Alcohol Review, 28(1):48-53.
Kim P, Miranda T, Olaciregui C. (2008). Pocket School: Exploring mobile technology as a sustainable literacy
education option for underserved indigenous children in Latin America, International Journal of
Educational Development, 28(4): 435-445.
Self-Care
Recommended Readings:
UNHCR. (2001). Managing the Stress of Humanitarian Emergencies. http://www.theecentre.net/resources/e_library/doc/managingStress.PDF
“How to Become an Aid Worker.” http://www.gignos.ch/aidworker/
Care International. Staff Safety and Security Handbook, chapter 7 http://coedmha.org/care/pdf/EntireBook.pdf
**Final papers should be submitted electronically.
17
Mid-term Assignment
International/comparative social development presentation
Students may select their international/comparative social development topic from among a broad range of
subjects (e.g., child labor, international adoption, trafficking). You should avoid topics that are too broad.
“Refugees” is unwieldy given the length of this paper. Instead, focus on something more specific, like
reproductive health for refugee women.
In general, topics will focus on the analysis and/or implementation of an international social development
program or policy of student's interest. It is required that the presentation uses a comparative framework. The
analysis should focus on a minimum of three (3) countries, one of which can be the student's own country of
origin. In the presentation, the student is expected to outline a status of the international social issue to be
addressed, a listing of and rationale leading to the selection of the three countries for inclusion in the
comparative review of the intervention.
The analysis may focus on some combination of the following issue areas:
1. Socio-political factors that are affecting the changing "welfare mix" within selected countries during
particular historical periods (e.g., the "expected" contribution of individuals, families, informal care
systems, the voluntary sector and government in responding to welfare needs);
2. Socio-political factors that influence societal response to the welfare needs of particular groups or
populations (e.g., racial/ethnic minorities, refugees, orphans, the disabled, sick, mentally ill, the aged,
the poor, natives/first peoples, etc.);
3. Socio-political factors that influence the establishment of categories of welfare programs or services
(e.g., income security, feeding and nutritional support services, housing, health care, social service
provision, cash transfer programs/social protection, etc.);
4. The contribution of culture and cultural forces in shaping welfare development in particular locales
(e.g., the impact of religion, ethnicity, language, etc. on particular approaches to welfare systems or
welfare service provision);
5. Socio-political factors that influence welfare development in contrasting groupings of nations (e.g.,
patterns of welfare development in the so-called "western developed," "developing," or "least
developing" countries; welfare development trends in "rich" vs. "poor" countries or in "first" world
vs. "third" world countries, etc.);
6. Socio-political and other philosophical traditions that influence welfare development in particular
geo-political regions (e.g., welfare development in Asia, Europe, Latin America, North America, etc.).
Students may chose to combine two or more of the above areas into a common paper, e.g., "influencing the
development of income support programs for single parents in post-WWII Europe," or "socio-politicaleconomic factors influencing housing development for the aged poor in Asia's 'newly industrializing
countries'."
Regardless of the topic selected for study, all presentations must:
1. provide evidence of considerable independent scholarship, including an extensive discussion of the
relevant comparative literature on social policies and programs;
2. describe current situation of that issue in three countries. This discussion must include key indicators
and data, for example from the tables in the most recent World Bank World Development Report or
UN Human Development Report (both available online).
3. provide an critical review of current social policy or programs addressing this issue.
4. offer useful insights into understanding the complex social, political, economic, and other national
and international forces that influence(d) policy or program development over time and/or in
specific cultural contexts;
18
5. achieve a balance between statistical and non-statistical data sources, including in the use of either
historical or contemporary data, or both;
6. report a comparative analysis of social policy or development in a minimum of three (3) countries, at
least one of which must be the student's own country of origin.
All presentations are expected to include an extensive discussion of the relevant comparative international
social development literature and a balance between statistical and non-statistical data sources. Use critical
data, academic research, and professional literature to support your arguments.
Your presentation must be grounded in practical analysis of what is feasible in that country. Do not simply declare that all
girls in Afghanistan should go to school if there are not enough teachers. If your paper is on girls’ education
in Afghanistan and one of the key barriers is lack of teachers, then that should be specifically addressed.
It is up to you to choose a policy that is manageable given the length of the paper. Perhaps the most common
mistake that students make in approaching this assignment is to choose something that is too sweeping to do
well. Please make sure you are taking on something you can tackle. For example, you are not going to be able
to evaluate and discuss a complex, multi-faceted policy like structural adjustment program or post-conflict
reconstruction. Narrow it down. For example, rather than structural adjustment in general, focus on a specific
aspect, such as monetary policy, debt restructuring, or impact on social services.
The presentation may not exceed 20 minutes.
19
Final paper
Guidelines
Write a concept paper that addresses the issue from your mid-term presentation. Based on the review of
current empirically tested interventions or best practices and the analysis of social, cultural, political, and
economic context of the country, propose an adaptation of the program or policy to your country of
choice. You can propose to compare or integrate different approaches. Your proposed program must be
grounded in practical analysis of what is feasible in that country.
[A concept paper is a short, preliminary proposal. Generally, an NGO or other agency prepares a concept
paper outlining a new or continued initiative. The paper is "shopped around" to donors and if there is
interest, a detailed program proposal will be prepared. Concept papers are always brief.]
Paper Sections/Major Headings
The paper begins with an Abstract (1/2 page) and ends with the References section.
I. Project Rationale. Begin with a 'problem statement' that targets gaps within the program or services to be
addressed. Describe linkage to country/regional strategy. Such information should make it clear what
problems or gaps a proposed project intends to address within the overall national policy or country context.
Do not simply describe that there are high rates of poverty or child abuse in the country. Describe what
current efforts, programs or approaches exist in the country and are failing to address the issue. Follow this
with a brief section on the project rationale - why should this new project be implemented, and what is its'
significance? Close this section with the project objectives.
II. Country Description. Provide a brief summary of the demographic, social, political, and economic conditions
of the country. Focus on the factors relevant to the problem of your interest. Identify the country profile on
your major outcome variable using a variety of indicators appropriate to that variable, e.g., for "poverty"
identify the definitions used to classify poor, the number of people who are poor by this definition, and other
factors related to that poverty (e.g., gender, age, racial/ethnic factors). Briefly describe the overall context for
the specific issue you propose to address. Provide a brief description of the social, political, institutional,
economic dimensions of the problem, program or policy to be addressed. How helpful is global comparative
research on this topic to the unique situation in your specific country?
III. Review of Effective Interventions. Review the pertinent literature with special attention to the literature on
relevant 'evidence-based practices' in the area of study. The research literature review should be a critical analysis
of the pertinent empirical studies and theory. How much is known about effective programming on this
topic? What are the recommended approaches, interventions, or guidelines? What do we know to do - and
not do? Is there any broad consensus? What is contested?
IV. Program Theory and Program Description. Describe the program theory or present a conceptual model driving
the project. Provide detailed description of the proposed program. What will this program achieve? How
will it achieve these goals, and why is this the best way? How does this program link in to the "bigger
picture"? How was this program adapted to fit the local context.
V. Evaluation Plan. Describe the study design, sample (size, human participant characteristics, inclusion
/exclusion criteria), and sampling techniques. Next lay out the data collection procedures; what steps will be
taken and by whom to collect data. Articulate the how the chief project outcomes will be operationalized and
measured. If possible, use standardized measures of outcomes.
VI. Potential Challenges to the Project Implementation. Describe the potential challenges to the proposed project,
including cultural acceptability, availability of resources and project feasibility, institutional culture, or political
20
factors, that may impact your project, and propose steps to address these challenges during the
implementation process.
VII. Dissemination and Impact. Provide an overview of the dissemination plan. What specific policy changes are
expected to result from the research and at what level (national, regional, local)? What specific
program/intervention would benefit from the research findings? What are the expected impacts and benefits
of the project in terms of practice, human capacity building, or knowledge creation.
Length: The paper must be written in the format of a formal, academic paper (5-7 double-spaced pages (12font) maximum (body of text) plus References and Appendixes. The paper should be submitted
electronically. Throughout the paper support your arguments with the data from academic research and
professional literature.
Group projects are strongly encouraged, but students are also allowed to work individually on their final
projects.
21