MIDLANDS STATE UNIVERSITY HISTORY & DEVELOPMENT STUDIES MODULE OUTLINE/READING LIST Module Title: 1. HDS 111 Introduction to Development Studies GENERAL INFORMATION ABOUT THE MODULE The primary aim of this module is to encourage students to develop a critical approach to the study and writing of History & Development Studies as an academic discipline. The module endeavours to provide students with the basic essential skills of research, analysis and writing, which they will need for the rest of their stay at the University and beyond. It examines the development and progression of Economic Thought, and development discourse, familiarizing students with the various schools of thought and the major debates that have shaped the discipline over time. 2. INTRODUCTION This Section forms a general introduction to the Department and the programmes it offers. It provides background information about the institution, the Department and how the latter fits into the Faculty of Arts & Social Sciences. The Section talks about the Department’s personnel, the semester/modular system of learning/teaching and the concept of “Flexible Packaging”, career prospects for graduates of History & Development Studies and the issue of class representatives on the Departmental and Faculty Boards. It also introduces students to the module, outlining the major themes to be examined. It defines “Development Studies” and provides its intellectual origins as well as its relations with History. The Section addresses the importance of Development Studies as a discipline. The Module also familiarizes students with the expected presentation format for essays at University level. It is important for students to take this aspect seriously as failure to grasp the basic requirements of essay presentation will affect their performance for the rest of their undergraduate study period Note: Students taking this module are required to write two (2) assignments during the semester as part of coursework. Tutorials are compulsory. 3. RESEARCH AND ESSAY-WRITING This section provides students with the necessary skills of gathering information, planning as well as writing an essay at undergraduate level. The requirements of an essay at this level are very different from those found at high school level. The techniques of essay-writing to be elaborated on include: how to go about gathering the necessary information, planning the essay and writing it; presentation of quotations in an essay (i.e when to indent/block a quotation and when to integrate it into the text); the accepted way of acknowledging/citing sources; the meaning and purpose of footnotes, and how footnotes are inserted and referenced, the bibliography and how bibliographical references are made; plagiarism and its implications. 4. THE CONCEPT OF DEVELOPMENT: A CRITIQUE This Section traces the origins and growth of the concept of development. It defines the term “development”, distinguishing it from “economic growth”, and examines the various indices that have been used to measure “development”. It also addresses other related terminology such as, “developing”, “undeveloped”, “developed” and “underdevelopment”, which have been used to divide countries of the world. 5. CLASSICAL THEORIES . The Section analyses the various paradigms put forward by leading economic thinkers to explain socio-economic change and development. These theorists include the mercantilists; such classical economists as Adam Smith and Thomas Malthus; the so-called scientific socialists (Karl Marx and Frederick Engels) as well as Keynesian Economics i) THE MERCANTILISTS: This segment analyses the socio-economic transformation that occurred in Europe in the 16th Century, in the period of transition from the Medieval version of the christian corporate ethic, to the modern socio-economic order, and which gave rise to the economic doctrine and practice that came to be known as mercantilism. The period also saw the first wave of European colonialism in Latin America and elsewhere in what became known as the Third World. The segment addresses the political, ideological and economic factors that led to the rise of mercantilism; the main beliefs of the mercantilists; what they regarded as evidence of a nation's wealth and prosperity; why mercantilism led to European colonialism; and the impact of mercantile capital on the colonised territories. ii) CLASSICAL ECONOMISTS: ADAM SMITH: This segment discusses the ideas of Adam Smith (1723-1790), one of the most influential thinkers of the 18th Century, who has come to be known as the father of capitalism, the populariser of the doctrine and practice of laissez-faire (leave alone), and the founder of the classical school of political economy in general. Smith’s The Wealth of Nations (1776) marked the emergence of a new individualistic philosophy termed classical liberalism. This segment addresses the origins of Adam Smith’s ideas; his views on social and economic progress; why Smith was opposed to mercantilism; the role he thought government should play in promoting the general welfare of society; the effect of Adam Smith’s ideas on conventional economic theory and practice; and a critical analysis of the Smithian economic ideology. 6. NEO-CLASSICAL THEORIES i) DEVELOPMENT and UNDERDEVELOPMENT THEORIES By the end of World War II a new thinking had gripped major colonial powers (Britain and France) over the need for what they perceived as development in their colonial empires. By 1945, classical development theory had been jettisoned in favour of one stressing what was called development for both the industrialized and colonial countries, modeled on western ideas and concepts. Neo-classical development theory portrays “developing” economies as backward, traditional and static. It argues that they can only be liberated and developed through the infusion of western capital, technology, ideas and cultural values. This “modernist” or “Diffusionist” School of Thought is represented by 2 W W Rostow with his “Stages of Growth” Theory, Parsons with his “psychological secrets” necessary for development, and Lewis with his “industrialization by invitation”. However, the alternative Dependency or Underdevelopment School of Thought led by A G Frank, Cardosso, Samir Amin, Rodney and Nkrumah, with their “Delinking” thesis, argue strongly against ties with the West. They argue that such ties serve to perpetuate colonial relations in a new form known as neo-colonialism. This section discusses the above debates in an endeavour to understand better, development discourses in the World. 7. GLOBALISATION In the 21st Century “Globalisation” has become a new buzzword that connotes qualitative developments in the world economy and international relations in general. Beginning in the 1980s and particularly in the 1990s, there was wide publicity of parts of the world, particularly in the Developing World, wracked by coups, chaos and carnage, of people dying of hunger and disease, and countries collapsing under the weight of state corruption and coercion. The period witnessed the march of capital all over the world, largely from the West, in search of profits. This process was reflected in the expansion of the multilateralisation of the world economic system through the reach and power of multinational corporations (MNCs), the increasing “philanthropic” role of non-governmental organizations and civic groups, the growing influence of the IMF/World Bank in suggesting paths of development for economies of the world, as well as the popularization of notions of democracy and human rights. i) MULTINATIONAL CORPORATIONS The role and activities of multinational corporations or transnational companies in developing countries have become very controversial in recent years. This segment opens debate on the role of these companies in the social, economic and political development of Third World countries. ii) AID AND DEVELOPMENT This segment examines the various forms of Aid to the Developing Countries, and the impact these have had on the social, economic and political development of the recipient countries. iii) NEOLIBERALISM: IMF/WORLD BANK MODELS Under the notion of globalization, multi-lateral organizations like the World Bank and the International Monetary Fund (IMF) have demanded that Developing Countries open up or liberalise their economies. To persuade such countries to liberalise, the multi-lateral financial agencies have imposed economic structural adjustment programmes on various Developing Countries in Africa, Latin America and Asia. This segment assesses the economic structural adjustment programmes and their impact on the poor countries of the South. 3 iii) GOVERNANCE AND HUMAN DEVELOPMENT This segment defines the notions of democracy and human rights, and investigates their relevance to the development of nations. In particular it examines the relevance and applicability of the liberal Western conception of democracy, “good governance”, human security and the respect for human rights. 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