The George Washington University
Department of Political Science
Fall 2009
Course website: http://blackboard.gwu.edu
Course meets: Funger 221
R 4:00-5:50
Alasdair Bowie
Office: Hall of Gov 423
Ph: (202) 994-7370
Em: abowie@gwu.edu
Off hrs: R 6:00-7:00
PSc236 - The Political Economy of Developing Areas
This seminar concerns how changing notions of “the” development problem have led to various-often conflicting--prescriptions for policymaking in developing areas of the world. How are
development problems defined? By whom? What are their motives? And what are the implications
(of this defining) for people living in developing areas? These are the kinds of questions we
consider at our seminar discussions. During the course, participants read widely, discuss
collectively, and develop individually their own answers to these questions.
The seminar is designed for graduate students pursuing masters or doctoral degrees, primarily in
political science or international affairs. Graduate students in other disciplines and professional
programs, such as public affairs, law, international business, education and human development,
etc., are welcome. Advanced undergraduate students and those who have recently graduated who
can demonstrate a track record of submitting for a grade high-quality, academic, research papers on
topics related to the seminar focus may be admitted to the seminar, upon approval of the instructor.
We begin the seminar by reflecting on the meaning of "development" as it is used in and with
reference to developing areas. We consider questions such as: how is development measured? How
valid are the measures used currently? And is development as measured in the developing world
comparable with that of advanced areas of the world? Then, we explore ideas about the problems of
and prospects for political and economic development outside the advanced industrialized world.
We study not just the problems themselves, but also how they have been framed over time by
scholars, practitioners and policymakers, using the dominant themes that have characterized
approaches to development since World War II, beginning with the early push to "modernize" the
developing areas, and concluding with today's concern with "globalizing" markets, “liberalizing”
economies and “democratizing” political systems. As we do so, we compare and contrast the
empirical experiences over time (mainly since 1945) of countries from various regions of the
developing world: Africa, Asia, Latin America, etc. Necessarily, our coverage is selective. The
seminar is not intended as a survey of government, politics and the economies of countries in the
developing areas of the world, much less a comprehensive overview of their cultures, languages,
histories, geographies, etc.
The main focus here--reflecting the interests and expertise of the instructor—is on political
economy. Specifically, we examine the effects of economic changes on political events and
institutions. We also look at the ways in which political developments shape the trajectories and
possibilities for economic development. Culture, religions, etc. are touched on from time to time, as
a necessary complement to the political economy focus. Political economy is the discipline from
which both political science and economics evolved. In recent years, a number of political scientists
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and economists have rediscovered that they share the same intellectual discipline. One purpose of
the seminar, then, is to acquaint participants with some of the authors and ideas in this discipline
relevant to the study of developing areas.
Participants with some background in macro- or micro-economics or international trade theory will
find this seminar particularly rewarding. However, participants are not expected to have a detailed
knowledge of economics or of the geographic regions on which the course focuses before joining
the seminar. Nevertheless, participants should be able to understand common economic concepts
and terms, such as capital account, balance of trade, and balance of payments. Those who feel they
may have holes to fill in their knowledge of economics might usefully read a basic economics
primer, for example Todd G. Buchholz’s From Here to Economy: A Shortcut to Economic Literacy
(New York: Dutton, 1995).
Learning Objectives
The learning objectives for this seminar represent the impact that the instructor would like this
course to have on you two to three years into the future. They are the ways in which, having taken
this course, you will differ from those who have not yet taken this (or a similar) course. If you
commit yourself to the seminar readings, sessions and assignments, upon completion of the seminar
you will be able to:
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Identify, name, select, classify and appropriately apply to empirical reality concepts relating
to the political economy of the developing world, such as state, development and
modernization; have an appreciation for the contrasting ways in which these concepts have
been interpreted theoretically; and have an appreciation for the range of differences in how
these concepts have been manifested across two or more countries of the developing world;
Write a short paper (in response to a focus question that asks you to link concepts and
empirical examples) that includes an introduction, main points and conclusion and that is
logically structured to present and substantiate an hypothesis you develop in response to the
question;
Distinguish, analyze, criticize, synthesize core concepts relating to political economy and
development; describe, analyze, interrogate and explain relationships between these
concepts, as they have been manifest in real world events in the developing world;
Design, illustrate and deliver an oral presentation in collaboration with a small group of
participants on an assigned topic relevant to the main themes of the seminar; and
Design, research, create, construct, compose and produce an academic product (graduate
research paper) appropriate to the discipline of political science on a question developed in
consultation with the instructor that is relevant to the main themes of the seminar.
Format
This course is presented in a discussion-based, seminar format. Participants are expected to
complete the reading assignment (in some cases exceeding 200 pages in length) before attending
each seminar session. The main vehicle for learning during class sessions is participants actively
contributing to lively discussions involving the instructor and other participants on the readings,
focus question, on-line Discussion Board contributions and group oral presentations. Such
participation is the key to participants’ learning in this course (and you cannot effectively
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participate if you haven’t read). While the instructor occasionally (mostly early on in the semester)
makes structured presentations on discrete topics, these segments comprise a minority of overall
seminar meeting time. There are no lectures.
Each 110 minute session begins with a 5-10 minute period during which participants are invited to
raise current events reported in the media relevant to the current topic (or to topics previously
addressed). Participants are encouraged to keep current with developments related to themes of the
course relevant to developing areas, and to bring to the seminar’s attention pertinent reports,
articles, presentations, seminars, workshops, conferences, etc., that they might have learned about.
Where participants come across events or urls relevant to a previous conversation, they may
include these in their Blackboard Discussion Board posts for the next session. Alternatively, they
may use the Send Email feature at the Communications link to provide the instructor and
participants with urls for webpages or attached files containing announcements of events, where
these are relevant to the seminar’s overall themes
The instructor then reviews, briefly, the scope and subject matter of the assigned reading for the
session and provides some preliminary commentary on the online Discussion Board contributions
received from participants on the topic and focus question.
At most seminar sessions there will be an oral presentation by a small group of participants on the
session topic and the session’s focus question, followed by an activity led by the oral presenters
designed to involve as many participants as possible and intended to illuminate some aspect of the
oral presentation. The remainder of the session comprises a critical and analytical discussion, led by
the instructor and involving all participants, focusing on the assigned readings, the session’s focus
question, online Discussion Board contributions and ideas from the oral presentation.
At the conclusion of the meeting, the instructor wraps up the session’s topic by summarizing the
points made during discussion and attempting to reach a “sense of the seminar” position on the
focus question. He also previews the next topic, readings and focus question, relating them to
previous session topics and linking them to the overarching questions and themes of the seminar.
Expectations: what is expected of participants?
Participants:
--share responsibility with their instructor for committing to the exploration of ideas and furthering
of knowledge by collective discussion and debate;
--manage their time to enable them to complete the substantial reading assigned for each session of
the seminar before it is held;
--understand that in-class seminar participation informed by reading is a prerequisite for learning;
--agree to notify the instructor in advance (where possible) if they are unable to attend a seminar
session;
--commit to meeting assignment deadlines and understand that grade reductions are applied for late
submission according to the course policy detailed below (see “Course Regulations”);
--participate in the seminar in accordance with the student responsibilities specified in the current
edition of the "Guide to Student Rights and Responsibilities," available at:
http://gwired.gwu.edu/dos/GuidetoStudentRights/, and, in particular, as specified in the “Code
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of Academic Integrity,” which is part of this larger document (participants are encouraged to
familiarize themselves with the content of the “Guide” at their earliest convenience); and
--honestly and thoughtfully complete evaluation surveys made available online and in-class during
the semester.
Expectations: what can participants expected of their instructor?
The instructor:
--creates an environment that encourages participation and discussion. This does not mean,
however, that the instructor will always agree with a participant’s contribution;
--is committed to learning from the contributions of all participants;
--provides close, critical feedback on participants’ written assignments and oral presentations;
--establishes high expectations for participants and rigorously applies the highest of academic
standards in assessing their assignment submissions;
--applies grading policies that clearly distinguish qualitatively academic work that is truly superior
from that which is, good, satisfactory, barely passable, or unsatisfactory (failing);
--listens and responds to participant concerns expressed about aspects of the seminar on anonymous
evaluation surveys made available for completion during the semester (end-of-course
departmental anonymous evaluations are not made available to the instructor until after final
grades for the course are posted);
--announces anticipated absences with adequate advanced notice and attempts to schedule make up
sessions to which the largest number of participants are able to attend; and
--directs the seminar in accordance with the principles established in the current edition of the
"Guide to Student Rights and Responsibilities" (see above).
Course Regulations
--attendance, preparedness and participation are expected. Participants should make every effort
to appear at seminar promptly at the specified start time. Participants arriving late are asked to
minimize disruption and distraction occasioned by their late seating.
--religious holidays notification requirements: in accordance with university policy regarding
accommodations for religious holidays, participants seeking accommodation regarding
rescheduling of assignments for the observance of one or more religious holidays must petition
the instructor orally or in writing during the first week of classes, after which time the instructor
is not obligated to grant such a request for accommodation. Saturday, January 17, is the last
day to request from the instructor accommodations for religious observance during this
semester.
--academic dishonesty policy: participants are expected to familiarize themselves with the
academic dishonesty-related portions of the “Code of Academic Integrity” (see above, under
expectations of participants) and to abide by the Code. The instructor will follow the procedures
established by the Office of Academic Integrity in responding to any suspected violations (e.g.,
cases of suspected cheating, or plagiarism).
Participants should be aware that submitted papers may be submitted through a plagiarismdetection tool such as SafeAssign. SafeAssign is a software resource designed to help
participants avoid plagiarism and improper citation. The software encourages original writing
and proper citation documentation practices by cross-referencing submitted materials with an
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archived database of student papers, journals, essays, newspaper articles, books, and other
published work. In addition, other methods may be used to determine the originality of papers
submitted.
--cell phone/IM/email use during class: to facilitate a focused and uninterrupted exploration of
each session’s topic, and as a courtesy to others who might be distracted, participants are asked
to terminate all cell phone conversations upon entering the classroom. In addition, participants
must turn off or silence ring tones of all cell phones, Blackberries, etc., while in the classroom,
and refrain from texting, IMing, emailing, surfing or otherwise communicating electronically for
the duration of each seminar session. Electronic learning devices (e.g. Ipod recorders, laptops,
etc.) may be used, quietly, to take notes or record lecture segments.
--civil and respectful dialogue: it is possible that occasionally the material which participants and
the instructor address in the seminar may be considered controversial and sensitive to some
present. When we discuss such topics, your instructor expects participants to engage them in a
collegial manner, respecting the opinions and ideas of other participants, even when not in
agreement with them. One of the foundations of excellence in higher education is exploring
diverse ideas, beliefs, theories, concepts, etc. without “putting others down.” Should a
participant find a particular topic troublesome, he/she is encouraged to discuss his/her concerns
with the instructor privately.
--“extra credit”: participants will not have the opportunity to get “extra credit” for additional work
above and beyond the assignments specified in this syllabus.
--submission formats: all materials, with the exception of the oral presentation outline and
associated materials, must be submitted in 12-point font, double-spaced, with one-inch margins.
All materials must be submitted in Word for Office 2003 (i.e., .doc) format. A link is provided at
Assignments at the course Blackboard website to a file containing instructions for conversion of
files in .docx format for those with Office 2007 (“Vista”) software.
--grades reduced for late submission: assignments are submitted online, at the course website
(Assignments link). Due dates/times are specified in this syllabus. The grade assigned for any
assignment is not received at the course website by the due dates/times is reduced by a split
grade (e.g., B+ becomes B; B becomes B-) for each 24-hour period or part thereof, including
holidays and weekends, that it is late. The time period on which the grade reduction is based
begins at the day and time that the work is due and ends at the day and time that the assignment
is received at the course website. (Participants may confirm that a submitted assignment has
been received and is “awaiting instructor attention” by visiting the My Grades link.)
Assignments sent directly to the instructor’s email address are not be considered received until
they also have been submitted at the course website.
--incompletes: a final grade of incomplete (“I”) can be reported only when a participant has
presented a legitimate and compelling reason, typically beyond the control of the individual, that
has prevented him or her from completing a significant proportion of the course work. The
participant must have been performing at least at a “low pass” level before the event or
circumstances for the “I” to be assigned. The request for the “I” grade for any work during the
period when the class is in session (i.e., September 10-December 8, 2009, inclusive) must be
received by the instructor on or before 5:00 P.M. on Thursday, December 10, 2009. If one or
more assignments has not been submitted and no request for the “I” grade has been received by
this date and time, then the instructor will assign the grade of “F” for the assignment(s). Before
an “I” can be assigned, the instructor and participant must both sign a written agreement that
describes the outstanding work required and specifies when the work will be made up. The
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request for the “I” grade for work due after the end of the seminar (i.e., after December 8, 2009),
namely the research paper, must be received by the instructor on or before 5:00 P.M. on
Saturday, December 19, 2009. If a research paper has not been submitted by the due date for that
assignment and no request for the “I” grade has been received by this date and time, then the
instructor will assign the grade of “F” to the research paper.
Textbooks
The required textbooks for the seminar have been ordered for the GW Bookstore (see below for
alternative commercial sources from which these books may be purchased). Evans is available in
only limited quantities at the bookstore because it is available full-text in electronic form through
the ALADIN Catalog or ALADIN database Ebrary. Participants who prefer to read assigned
readings in hardcopy form should be aware that Ebrary limits the number of pages that can be
printed at a time. Printing chapters requires sending multiple print requests. In the past, some
participants have preferred purchasing the published book as the more cost- and time-effective
means of obtaining hardcopy readings. Participants who have access to earlier editions of any of
these textbooks are asked to consult with the instructor concerning their suitable for use in this
seminar. One copy of each of the following books is available on reserve at Gelman Library
(request by call number at the main circulation desk): Evans (HD9696.C63 B7345 1995); Herbst
(JQ1875.H47 2000); Mittelman and Pasha (HC59.7 .M5337 1988); Smith (HC79.P63 S62 2005);
So (HD75.S617 1990).
Paul Collier. The Bottom Billion: Why the Poorest Countries are Failing and What Can be Done
About It? Oxford; New York: Oxford University Press, 2008, c. 2007. Ppr. ISBN: 0195373383
William Easterly. The White Man’s Burden: Why the West’s Efforts to Aid the Rest have Done So
Much Ill and So Little Good. New York: Penguin Press, 2006. Ppr. ISBN: 978-0-14-303882-5
Peter B. Evans. Embedded Autonomy: States and Industrial Transformation. Princeton: Princeton
University Press, 1995. Ppr. ISBN: 0-691-03736-1
Jeffrey Herbst. States and Power in Africa. Princeton: Princeton University Press, 2000. Ppr. ISBN:
0-691-01028-5
Jeffrey D. Sachs. The End of Poverty: Economic Possibilities for our Time. New York: Penguin
Press, 2005. Ppr. ISBN: 978-0-14-303658-6
Stephen C. Smith. Ending Global Poverty: A Guide to What Works. New York; Houndsmills,
Basingstoke, UK: Palgrave Macmillan, 2005. Ppr. ISBN: 0-230-60615-6
Purchasing books: in addition to the GW Bookstore, alternative sources are: www.amazon.com,
www.barnesandnoble.com, or directly from publishers’ websites or toll free phone ordering
numbers. Required readings that are not in the textbooks can be accessed using: ALADIN
databases; the course website (links: Electronic Reserves; Electronic Resources); Gelman Library
reserves (hardcopy); and on-line sources.
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In addition to books, participants are required to purchase the Harvard Business School case, 9303-063, “Heineken NV: Workplace HIV/AIDS Programs in Africa (A),” available at
http://harvardbusinessonline.hbsp.harvard.edu/hbsp/case_studies.jsp (download $3.95 or hardcopy
for same price, plus shipping). This case will be the focus of the fifth session.
Requirements
Participants are expected to complete the assigned reading before coming to each seminar session.
Where readings are not found in the course textbooks or in electronic form (at the course website,
in ALADIN databases, or online), participants are expected to plan ahead to obtain them in
hardcopy form from Gelman Library’s reserve collection, or from other sources indicated in the
ALADIN catalog, in plenty of time to complete the reading assignment.
Attendance is a requirement of the seminar. For this reason, participants do not receive course
“credit” for being present at seminar sessions. Participants are expected to make every effort to
attend every scheduled session. In addition, a commitment to active, informed oral participation by
every participant is essential for achieving the learning goals of the seminar. Active participation
means each participant contributes questions and observations that are the product of his/her
considered evaluation of the focus question and the reading assignment and engages in debate and
discussion with others about theoretical, empirical and policy issues raised by the instructor and by
fellow participants.
The grade each participant receives for the course is compiled from a number of components (listed
here in the order they are typically submitted): online weekly Discussion Board postings (20%); a
short seminar paper (15%); a research paper question proposal (10%); an oral seminar presentation
(15%); and a graduate research paper (40%). There is no final examination for this course.
--Online weekly Discussion Board postings: participants are required to post to the course
website (link: Discussions; at Discussion Board, choose Online Weekly Responses, and then the
relevant week) concise responses (worth, collectively, 20% of the overall grade) to: the focus
question (link: Focus Questions); the readings assigned; and/or other participants’ postings
(click on the “reply” button at the end of that participant’s posting). Each posting should be
roughly 1-2 paragraphs in length. It is due by 10:00 A.M. on the day the seminar meets. In
assessing these contributions, the instructor looks for thoughtful responses based upon a careful
reading of the assigned reading and considered responses to the focus question and/or other
participants’ postings. Participants who choose to respond well in advance of the deadline have
considerable leeway as to what they wish to respond on, whereas participants responding later
need to contribute something new to the discussion (not simply reiterate or endorse what has
already been submitted by earlier posters) or respond directly to a point made by another
participant. Each contribution is assessed on a four-point (1-4) scale: excellent (“check plus”-4); good (“check”--3); fair (“check minus”--2); or unsatisfactory (1). In aggregating and
averaging the grades for a participant’s posts throughout the semester, the lowest scoring post is
dropped. To count towards the Discussion Board grade, a submission must be posted to the
Discussion Board by the due day/time. Later submissions are accepted, including “follow ups”
following class discussion, but these only contribute to the participant’s grade for the session’s
posting if an original post for that week is received by the above deadline. The instructor will
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not in general moderate participants’ posts, except where they are inappropriate or posted in
error (participants do not have the ability to remove a post once it has been submitted). On
occasion, the instructor will respond online to a posting, but he will generally limit his responses
to online posts to remarks during seminar discussion. He may call upon the authors to reiterate
or elaborate on the content of their postings at that time. Participants should review all postings
for the session (and possibly bring hardcopy to refer to) before coming to the seminar.
--Session topic/question sign-up: each participant signs up for one session topic that will be the
principal focus of his/her short seminar paper and oral seminar presentation. Participants sign up
for their topics on a sign-up sheet circulated at the second session of the seminar.
The paragraphs that follow outline the nature and timing of the remaining assignments. More
details about submission procedures may be found at the course website (link: Assignments).
--Short seminar paper: the participant submits online (link: Assignments) a short seminar paper
(worth 15% of the overall grade) to be received by 10:00 A.M. on Thursday one week after the
seminar session at which he/she contributed to the (group) oral presentation. The primary goal
of this short paper (minimum 750 words, maximum 1,250 words, or approximately 3-5 pages,
double-spaced [bibliography does not count against this word count]) is to respond to the focus
question assigned for the session at which the author contributed to the oral presentation (link:
Focus Questions). The focus question is designed to orient participants to what to look for in the
session's required readings. The author crafts his/her response to the focus question based
primarily upon a careful reading of the required readings (note that some of these readings will
be more relevant to the focus question than others). The paper should also compare the assigned
readings with one another, in terms of what they say that is relevant to the focus question. The
author should assume that the paper’s readers have participated in the seminar and are very
familiar with the content of the session’s readings, as well as with readings and discussions from
previous sessions of the seminar.
The short seminar paper is written in a formal academic style. Page numbers are required. It
begins with the focus question, which must appear at the top of the first page (in lieu of a title).
The paper must include citations (preferably in foot- or end-notes, but in-text citations using
parentheses are acceptable). Each of the required readings must be mentioned at least once in the
text. In addition, the participant may choose to refer in the text to sources other than the required
readings, but this is not required. Citations to the specific page numbers for relevant sections
from the required readings must be included (as is the case with page references for any other
sources used in preparing the paper). The paper must include a short bibliography (does not
count against the word count). This includes full entries for the readings assigned for that week.
In addition, the bibliography must include entries for at least three (3) relevant works that do not
yet appear in the syllabus (for any week). Such sources need not have been referred to in the text
of the paper itself. Such sources are not limited to print sources.
Good short seminar papers are structured to respond directly to each part of the focus question.
They highlight relevant theoretical insights and select empirical examples from the readings to
answer the question. They also draw upon related ideas from readings and discussions in
previous sessions of the seminar. They are concise and to the point. They avoid lengthy
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background or historical preambles. Poor short seminar papers summarize the content of the
assigned readings, “book report” style (this is unnecessary a the reader is assumed to have a
grasp of the assigned readings). Their structure is unrelated to the parts of the focus question.
The empirical material they include does not appear to support arguments that respond to parts
of the focus question. They refer to the readings sequentially, but omit explicit comparisons
between them (or leave such comparisons to the very end). Their bibliographies omit the three
additional sources required.
--Oral seminar presentation: the overall objective of the oral seminar presentation (worth 15% of
the overall grade) is to develop participants’ abilities to speak concisely within relatively tight
time constraints on an assigned question (focus question) with reference to the contents of a
short list of relevant (required) readings and in collaboration with other presenters (group
presentation). Part of the grade for the oral seminar presentation will reflect the written outline
used for the remarks (see more on the written outline below). The oral presenters make a short
(maximum 15-minute) oral presentation on the focus question and required readings. The group
collectively is responsible for coordinating to ensure a single outline and a single, seamless,
coherent presentation. A good way to do this is for each participant to respond to a different
aspect of the focus question. A poor way of doing this is simply to divide up the readings (doing
so defeats the explicit comparison that is one of the objectives of the focus questions).
The presenters provide an interesting and stimulating presentation on the focus question and
readings that responds, in addition, to the online Discussion Board contributions of other
participants. The oral presenters should not: read aloud from the drafts of their short seminar
papers; summarize the content of the assigned readings for that week, “book report” style; or
engage in textual critiques of the writing styles of the authors of the assigned readings.
Oral seminar presentation outline: The oral presentation is accompanied by an outline, which is
both distributed in hardcopy form to the instructor and participants at the start of the presentation
(this hardcopy version may be supplemented with an overhead display) and submitted in
electronic form at the oral presentation link (link: Assignments) by the same day and time as the
short seminar paper is due (see above). Only one of the oral presenters for each group needs to
submit the outline at the oral presentation link. Likewise for any other materials or resources that
were displayed or circulated during the oral presentation or the following exercise (see below).
Such materials or resource might include, for example, maps, tables, graphs, urls for websites or
video presentations, such as those accessed at www.YouTube.com or www.pbs.org, and search
terms used, e.g., in GoogleVideo, to find video clips. Where available in digital form, these are
to be submitted at the oral seminar presentation link (link: Assignments) by one presenter by the
above-mentioned due day and time. Grade reductions will apply to the oral presentation grade
for all members of the group if the outline and these materials are submitted after the due day
and time.
Following the presentation, or interspersed with it, the presenters provide seminar participants
with one or more activities or discussion topics (for pairs, small groups, or the plenary session of
the seminar) related to the topic for the seminar session. When two or more participants are
signed up to present at the same session, they are responsible for developing a single,
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coordinated lesson plan and for collaboratively leading the activity(ies)/discussion for the
seminar as a whole.
Oral presentation assessment: each oral presentation is evaluated based on the extent to which it
includes: a clearly stated purpose and scope for the presentation, including a statement of its
relationship to the session topic and the focus question; a clear outline presented verbally and in
hardcopy form to those attending the session; cues to orient the listener during the presentation
to specific items on the outline; and a clear summary statement that revisits the purpose of the
presentation, the main points made, and the principal message to be left with the audience. The
presentation should be clearly spoken and easily followed. The presenters should establish eyecontact with the other participants and present the material to them, rather than read from notes
or speak to the screen (for example, a Powerpoint display). Use of relevant visual materials that
enhance seminar participants’ comprehension of the presentation is encouraged. Assessment of
the oral presentation includes assessment of how well the presenters designed and how
effectively they led the class activity/discussion. Where two or more persons make a group
presentation, a single grade will be assigned for the collective components of the oral
presentation (including class activity/discussion). The instructor provides online feedback along
with the grade, but will also, upon request, discuss his assessment with each presenter privately.
--Research paper
Each participant undertakes an extended individual research project during the semester on a
comparative question (the comparison may be across countries; across regions within the same
country; across regions within different countries; across time; across sectors; etc.) culminating
in the submission of a graduate research paper. In some cases, the comparative question chosen
by a participant may be broadly relevant to the weekly topic on which he/she has made (will
make) an oral presentation and submitted a short seminar paper. The first step towards
completing the research paper assignment involves proposing a specific research paper question
that is broadly within the scope of the seminar.
--Research paper question proposal: the overall objective of the research paper question proposal
(worth 10% of the overall grade) is to help develop and make concrete each participant’s ideas
about a possible research paper question within a well-specified format. Instructor approval of
the research paper question contained in the research paper question proposal is required before
a participant may proceed with researching his/her research paper.
The research paper question proposal includes, in this order: the proposed research question; a
literature review; a justification for the research question; an hypothesis that responds directly to
the proposed research question; an annotated outline for the proposed paper; and a bibliography.
This proposal (roughly 750-1,250 words, or approximately 3-5 pages, double-spaced, in length,
not including the bibliography) is to be received by 10:00 A.M. on Thursday, October 29 (link:
Assignments).
The proposed research question must appear at the top of the first page, in lieu of a title. This
question must be both comparative and analytical, involving a causal relationship, rather than
being merely descriptive. A descriptive question might ask: “how did Thailand’s response to the
AIDS crisis differ from China’s?” This question can be answered by describing, sequentially,
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Thailand’s and China’s responses. In contrast, an analytical question concerning a causal
relationship might be: “did characteristics of the government information systems in Thailand
and China make it more or less difficult for those countries to respond effectively to the AIDS
crisis?” In this case, the hypothesized causal relationship links aspects of the government
information system in each country with their responses to the AIDS crisis. The question is
explicitly comparative, requiring a comparison of the impact of the government information
systems in the two countries. The proposed research question must include the countries/regions
and specific time periods that will be compared in the research paper. The comparison must
involve more than one country and/or more than one region, area or sectors within one country.
The comparison can involve countries/regions in the same time period or in different time
periods.
The literature review section identifies 8-10 sources (preferably in-depth studies in published
books, analytical articles and reports), establishes their relevance to the proposed question, and
then, focusing on a subset of these, perhaps 3-5, identifies and characterizes the gaps (things that
are not explained, and/or not empirically covered) that are apparent in the existing studies
related to the question. It is important that participants plan to invest significant time in
researching sources at this stage of the research paper-writing process.
The justification section establishes the importance of the proposed question in light of the
findings of the literature review and shows how answering the question by means of the research
paper will fill gaps in the literature. It explains how a comparison of these particular empirical
cases over these particular time periods will best serve to answer the proposed research paper
question.
The hypothesis provides a tentative answer to the proposed research question, based upon the
participant’s preliminary review of the existing literature. The research paper will not be
evaluated according to whether or not this preliminary assessment is ultimately sustained, once
the research is done. The purpose of the hypothesis is to begin with a “best guess.” Completed
research papers that conclude that, on the basis of the empirical research performed by the
participant, the hypothesis is not sustained are as likely to get a high grade as those that
conclude that their hypotheses are supported by the empirical research.
The annotated outline lists the proposed main headings and sub-headings that the participant
anticipates will be used in his/her research paper and explains (by means of annotations—a
phrase, a sentence, or two--appended to each heading and sub-heading): how they respond to the
different aspects of the proposed research question; and what kinds of information and analysis
will be included under each heading and sub-heading; and from what sources (see literature
review) will such information be drawn.
The bibliography includes entries for each of the sources mentioned in the literature review as
well as any others that are relevant to the proposed research paper.
Instructor approval of this research paper question proposal is required. If the instructor so
requests, the participant may be required to submit a revised research paper question proposal.
In this case, the instructor will provide a short window (typically days, rather than a week or
12
more) within which the participant is to submit the revised version. The revised version does not
receive separate credit (that is, the grade recorded for this assignment is the grade assessed for
the original proposal submission). However, late submission of the revised version will result in
the grade of the original submission being reduced, in accordance with the “grades reduced for
late submission” section of the Course Regulations (above).
--Research paper small group meetings: the overall objective of the small group meetings with
the instructor is to help each participant recognize and address commonalities in the challenges
associated with the research projects he and other participants are undertaking. The small groups
meetings will replace one of regular seminar meetings. Sign ups for the small group meetings
(the groups composition will not be the same as for the oral presentation groups) will be
available towards the middle of the semester, and the finished schedule for these meetings—
which will likely be held November 20-25, i.e., in the days leading up to Thanksgiving (there is
no seminar meeting the week of Thanksgiving)--will be posted in advance at the course website.
While there is no formal course credit for participation in the small group meetings (participants
are not required to circulate materials to group members in advance), such meetings do give
participants the opportunity to solicit and receive constructive suggestions from the instructor
and other group participants on questions related to their approaches to their research. Each of
the groups will meet with the instructor for 20-30 minute sessions. Participants are expected to
devote the remaining time that would have been spent in a regular seminar session engaged to
individual research and writing for the research paper assignment.
--Research paper submission: the overall objective of the graduate research paper (worth 40%
of the overall grade) is to help each participant research and write a polished piece of graduatelevel research over an extended period of time and within relatively flexible length requirements
(see below). The participant submits the research paper online, to be received by 5:00 P.M. on
Monday, December 14 (link: Assignments).
The wording of the approved research question must appear at the top of the first page of the
paper. The research paper must respond directly to this question.
Although not prescriptive, the rough page length of the paper should be in the range 15-25 pages
(double-spaced, minimum 12-point font, one-inch margins, not counting space devoted to tables,
graphs, footnotes (if used) appendices, or to the required bibliography [single space the entries,
separate entries with a space]).
While the research paper question proposal is intended as an important intermediate step in
preparation of the paper, the structure of the finished paper need not follow, lock-step the
annotated outline included in the original proposal. With the exception of the research question,
the various parts of the proposal may be incorporated or not, depending upon how appropriate
the author feels they are to the finished version of the research paper.
Participants having “submitted” each of these items at the course website (link: Assignments) will
not have the opportunity to resubmit. To verify that an item submitted was indeed received,
participants may visit the My Grades link to check for the symbol indicating “awaiting instructor
feedback.”
13
Detailed Seminar Schedule
This section lists the session topics, assigned readings and assignment due dates. The instructor
reserves the right to amend, reorder, substitute for, supplement or delete session topics and assigned
readings during the course of the semester, with reasonable notice. Those readings (apart from
textbooks—see above) that are available full-text through the ALADIN Catalog or ALADIN
databases such as Ebrary are indicated by an asterisk (*). Readings available at the course
Blackboard website (link: either Electronic Reserves or Electronic Resources) are indicated by the
“at” symbol (@). Readings available in hardcopy on reserve at Gelman Library
(http://www.gelman.gwu.edu) are indicated by the “+” symbol. The abbreviations used below for
the course textbooks are: C=Collier; E=Evans; Ea=Easterly; H=Herbst; SS=Smith; Sa=Sachs.
Numbers in square brackets ([]) appended to an item refer to the number of pages assigned (this
information is provided solely to assist participants with their time management).
In general, readings drawn from edited volumes are listed below under the name(s) of the editor(s)
and title of the volumes, and then by the titles of the chapters and their individual authors. When
searching ALADIN for chapters in edited volumes, check under the names of both the volume
editor(s) and the chapter author(s) and, failing that, check under the title of the volume and the title
of the chapter. When searching from the Course Reserves tab at the ALADIN catalog search menu
(http://www.aladin.wrlc.org) by instructor (see instructions on how to do this at
http://www.gwu.edu/gelman/service/reserves/), be aware that some assigned readings for this
course may be on hardcopy reserve for courses being taught by other instructors, or on reserve
under the course number PSC288 (an earlier course number used for this seminar).
If the materials being sought are temporarily not available, participants should be aware that there
are other sources from which readings assigned for this seminar may be obtained. These include:
the regular shelf collection at Gelman Library; other libraries of the WRLC consortium (request
from the ALADIN catalog entry for the title; takes 24-48 hours); Inter-Library Loan (takes 7-21
days); and, for articles, the many, full-text databases available in ALADIN (use articles or ejournals tabs [upper right] or, under Search [middle left], the Articles & Databases or E-Journal
Titles links at the Gelman Library home page).
Items listed under “Further Reading” are voluntary. They include some materials that are not
available in Gelman Library’s reserve or general shelf collections, or in the ALADIN catalog.
Sep 10
1. Introduction to the Course
Sep 17
2. Reflecting on the Meaning of Development: from what? To where? Normative
considerations
Required Reading:
+C ch 1 (“Falling Behind and Falling Apart: the Bottom Billion”).[11]
14
+James H. Mittelman & Mustapha Kamal Pasha. Out From Underdevelopment Revisited:
Changing Global Structures and the Remaking of the Third World. New York: St. Martin's
Press, 1997. Ch 1 (“Public Platitudes and Unfounded Attitudes”) 3-27.[25]
@+“Economic Dilemma: What is Development?” (Ch 2), in Sarah J. Tisch & Michael B. Wallace.
Dilemmas of Development Assistance: The What, Why, and Who of Foreign Aid. Boulder:
Westview, 1994, 13-45.[33]
United Nations Development Programme (UNDP). Human Development Report 2007-2008.
Houndsmills, Basingstoke, UK; New York: Palgrave Macmillan, 2007.[available, full text, at
http://hdr.undp.org/en/reports/global/hdr2007-2008]
Freedom House. Freedom in the World 2009 (annual survey of political rights and civil liberties
worldwide in 2008).[available, full text, at
www.freedomhouse.org/template.cfm?page=15&year=2009]
Transparency International. “Corruption Perceptions Index (CPI)” 2008. At
www.transparency.org/policy_research/surveys_indices/cpi
World Economic Forum. Global Competitiveness Report 2009-2010 (annual survey of economic
competitiveness of economies based upon publicly available data combined with the results of a
comprehensive annual survey conducted by the WEF partnership with leading research institutes
and business organizations in the countries covered by the Report. In the most recent report,
over 12,000 business leaders were polled in a record 134 countries).[available, full text, at
www.weforum.org/documents/GCR09/index.html]
World Bank. “Development Data & Statistics.” [available at www.worldbank.org, at Data &
Research tab, under Data, click Data Website link]
World Bank. Governance Matters 2009: Worldwide Governance Indicators 1996-2008 (a userfriendly, interactive database of governance indicators compiled by the World Bank
Institute).[available, full text, at http://info.worldbank.org/governance/wgi click on "Governance
Indicators webpage" link]
Also of interest:
@*Clifford Cobb, Ted Halstead, and Jonathan Rowe. "If the GDP is Up, Why is America
Down?" Atlantic Monthly 276 (issue 4, Oct 1995) 59-78.[available, full text, in ALADIN
databases ProQuest Research Library and EBSCOhost Academic Search Premier]
*Lowenstein, Roger. “Intrinsic Value: New Recipe for GDP Leaves Sour Taste,” Wall Street
Journal (Eastern ed.), December 21, 1995, C1 [available, full text, in ALADIN databases
Factiva and ProQuest ABI Inform Complete]
Further Reading:
+Alan Thomas. Third World Atlas (2nd ed.) Bristol, PA: Taylor & Francis, 1994. Ch
1("Definitions of Third World and Development") 10-23.
15
Sep 24
3. Development & Modernization: Panacea?
Required Reading:
+Mittelman & Pasha. Out From…, ch 2 ("Sources of Received Ideas About the Third World")(part)
31-43, 46-48.[14]
+Alvin Y. So. Social Change and Development: Modernization, Dependency, and World System
Theories. Newbury Park, CA: Sage Publications, 1990. Ch 2 ("The Modernization
Perspective")(part) 17-18, 23-37; & ch 3 ("The Classical Modernization Studies").[35]
@+Daniel Lerner. The Passing of Traditional Society: Modernizing the Middle East. Glencoe, IL:
Free Press, 1958. Ch 1 ("The Grocer and the Chief: A Parable") 19-42.[24]
Stephanie McCrummen. “A Road Map to Modernity.” Washington Post May 2, 2008,
A1.[available, full text, in ALADIN database Factiva]
Further Reading:
+So. Social Change… ch 2 ("The Modernization Perspective")(part) 18-23; & ch 4 ("The New
Modernization Studies") 60-87.
+Stephen A. Marglin & Frederique Apffel Marglin, eds. Dominating Knowledge: Development,
Culture and Resistance. Oxford: Clarendon Press, 1990. Ch 2 ("Development and the Politics of
Knowledge: A Critical Interpretation of the Social Role of Modernization Theories in the
Development of the Third World" [Tariq Banuri]) 29-67; & ch 3 ("Modernization and its
Discontents: A Cultural Perspective on the Theories of Development" [Tariq Banuri]) 73-99.
@+Atul Kohli. "Introduction--The State and Development in the Third World." In Atul Kohli, ed.
The State and Development in the Third World. Princeton: Princeton University Press, 1986.
(part) 4-14.
Alex Inkeles & David H. Smith. Becoming Modern: Individual Change in Six Developing
Countries. Cambridge: Harvard University Press, 1974. Ch 2 ("Towards a Definition of The
Modern Man") 15-35; ch 11 ("The Factory as a School in Modernity") 154-74; and ch 12
("Factory Modernity") 175-91.
+Gabriel A. Almond. A Discipline Divided: Schools and Sects in Political Science. Newbury Park,
Calif: Sage Publications, 1990. Ch 9 (“The Development of Political Development”) 219-53.
+Lawrence Mayer. Redefining Comparative Politics: Promise Versus Performance. Newbury Park,
CA: Sage Publications, 1989, chs 1-2, 11-58.
A. Appadurai. Modernity at Large: Cultural Dimensions of Globalization. Minneapolis: University
of Minnesota Press, 1997.
M. Berman. All That Is Solid Melts Into Air: The Experience of Modernity. Harmondsworth, U.K.:
Penguin, 1988.
J. Friedman. Empowerment: The Politics of Alternative Development. Cambridge, MA: Blackwell
Publishers, 1994.
+John Williamson, ed. The Political Economy of Policy Reform. Washington, DC: Institute for
International Economics, 1994.
+John Williamson. The Progress of Policy Reform in Latin America. Washington, DC: Institute for
International Economics, 1990. Ch 5 ("Assessment")(part) 59-76.
16
*Michael Doyle. "Liberalism and World Politics." American Political Science Review 80:4 (Dec
1986) 1151-65.[available, full text, in ALADIN database JSTOR]
+Adam Przeworski. "The Neoliberal Fallacy." Journal of Democracy 3 (July 1992) 45-57.
+Jeremy Shearmur, "In Defense of Neoliberalism." Journal of Democracy 3 (July 1992) 75-81.
+Francis Fukuyama. The End of History and the Last Man. New York: The Free Press, 1992. Ch 3
("The Weakness of Strong States II")(part) 33-38; & ch 4 ("The Worldwide Liberal
Revolution") 39-51.[Alternatively, see an earlier version in The National Interest no. 16
(Summer 1989) 3-18.]
+Timothy Burns, ed. After History? Francis Fukuyama and His Critics. Lanham, MD: Rowman &
Littlefield, 1994. Ch 13 ("Reflections on The End of History, Five Years Later" [Francis
Fukuyama]) 239-57.
Perry Anderson. A Zone of Engagement. London: Verso, 1992. Ch 13 (“The Ends of History”)
279-375.
*Chalmers Johnson. "Capitalism: East Asian Style" (1992 Panglaykim Memorial Lecture). Jakarta:
Center for Strategic and International Studies (CSIS), 1992.
*Nigel Harris. The End of the Third World: Newly Industrializing Countries and the Decline of an
Ideology. London: Penguin, 1986. Ch 4 ("A Global Manufacturing System") 93-117; & ch 8
("The End of National Reformism") 187-203.
Alexander Gerschenkron. "Economic Backwardness in Historical Perspective." In Gerschenkron,
Economic Backwardness in Historical Perspective: A Book of Essays. Cambridge, Belknap
Press of Harvard University Press, 1962.
Oct 22
4. Challenging Modernization: the South’s call for restructuring global power relations
Required Reading:
+C Part 4, ch 7 (“Aid to the Rescue?”).[25]
@+“Introduction: The State and Development in the Third World" [Atul Kohli] (part) 14-18. In
Atul Kohli, ed., State and Development.[5]
@*+Tony Smith. “Underdevelopment of Development Literature.” In Atul Kohli, ed. State and
Development 25-66.[The original published version of this chapter is in World Politics 31:2
(January 1979) 247-288, available, full text, in ALADIN database JSTOR][46]
@*John Kenneth Galbraith. “Power and the Useful Economist.” The American Economic Review
63:1 (Mar. 1973) 1-11.[available, full text, in ALADIN databases JSTOR and EBSCOHOST
Business Source Premier][11]
*Joe Foweraker & Todd Landman. “Economic Development and Democracy Revisited: Why
Dependency Theory is Not Yet Dead.” Democratization 11:1 (Feb. 2004) 1-20.[available, full
text, in ALADIN database EBSCOHOST Academic Source Premier][20]
*E ch 3 (“States”)(part) 66-70 (on India).[5]
Further Reading:
17
+So. Social Change… ch 6 (“The Classical Dependency Studies”).[35]
Ronald H. Chilcote (ed.). Dependency and Marxism: Towards a Resolution of the Debate. Boulder:
Westview Press, 1982
United Nations, Economic Commission for Latin America (ECLA). The Economic Development
of Latin America; and its Principal Problems. Lake Success, NY: United Nations, 1950. Ch I
("Introduction") 1-7; & ch II ("The Advantage of Technical Progress and the Countries of the
Periphery") 8-14.
*Peter B. Evans. "After Dependency: Recent Studies of Class, State, and Industrialization." Latin
American Research Review 20:2 (1985) 149-60.[available, full text, in ALADIN database
JSTOR]
+Almond. A Discipline Divided. Ch 10 (“The International-National Connection”) 263-87.
H. Michael Erisman. Pursuing Postdependency Politics: South-South Relations in the Caribbean.
Boulder and London: Lynne Rienner, 1992.
Judith Gentleman. Mexican oil and Dependent Development. New York: P. Lang, 1984.
Richard Peet. Global Capitalism: Theories of Societal Development. New York and London:
Routledge, 1991.
Satya R. Pattnayak. “Modernization, Dependency and the State in Asia, Africa, and Latin
America.” International Journal of Comparative Sociology, 37:3/4 (Dec 1996) 274-86.
** Research Paper Question Proposal due next week at 10:00 A.M. on Thursday, October 29
(submit at course website)**
Oct 29
5. Transnational Corporations in Developing Areas: global strategies, local impacts
Required Reading:
+Mittelman & Pasha. Out From…, ch 3 ("Received Ideas and International Institutions")(part—
“Transnational Corporations”) 63-70.[8]
@Jack N. Behrman & Robert E. Grosse. International Business and Governments: Issues and
Institutions. Columbia, NC: University of South Carolina Press, 1990. Ch 1 (“Introduction”) 121.[21]
*Theodore H. Moran. "Multinational Corporations and Dependency: A Dialogue for
Dependentistas and Non-dependentistas." International Organization 32:1 (Winter, 1978) 79100.[available, full text, in ALADIN databases EBSCOHOST Business Source Premier, JSTOR
and others.][For the acme of Moran’s work on TNCs, see Multinational Corporations and the
Politics of Dependence: Copper in Chile (Princeton: Princeton University Press, 1974).][22]
*Peter Maass. “The Price of Oil.” New York Times Magazine Dec. 18, 2005, 24-26.[available, full
text, in ALADIN database ProQuest Research Library][2]
*E ch 8 ("The New Internationalization") 181-206.[26]
18
@Subhash C. Jain & Sushil Vachani, eds. Multinational Corporations and Global Poverty
Reduction. Cheltenham: Edward Elgar, 2006. Ch 3 (“Role of Multinational Corporations in
Poverty Reduction” [Ben L. Kedia, Raj V. Mahto and Liliana Perez Nordtvedt]) 59-79.[21]
*Diana Barrett & Daniella Ballou. 2003. "Heineken NV: Workplace HIV AIDS Programs in
Africa (A)," Cambridge, MA: Harvard Business School Publications Case 303063 (May 27,
2003; January 27, 2003) 1-14.[14][Available for download ($3.95) at
http://harvardbusinessonline.hbsp.harvard.edu]
+C Part 4, ch 9 (“Laws and Charters”).[22]
@Anuradha Dayal-Gulati & Mark W. Finn, eds. Global Corporate Citizenship. Evanston, IL:
Northwestern University Press, 2007. Ch 13 (“Meeting the HIV/AIDS Challenge in Brazil”
[Joshua Bennett, Nageswara Pobbathi, Andy Zhilei Qiu, and Ryan Takeushi]) 189-99.[11]
@Alan Snitow & Deborah Kaufman (with Michael Fox). Thirst: Fighting the Corporate Theft of
Our Water. San Francisco: John Wiley & Sons, 2007. Ch 1 (“Water: Commodity or Human
Right?”) 1-22.[22]
Further Reading:
+Gabriel Almond. A Discipline Divided Ch 9 ("The Development of Political Development")(part)
229-44.
+Myron Weiner & Samuel Huntington, eds. Understanding Political Development: An Analytic
Study. New York: HarperCollins, 1987. Ch 9 (“Foreign Capital and the Third World State"
[Peter Evans]) 319-46.[Reprinted from Evans, et al., eds. Bringing the State Back In.
Cambridge: Cambridge University Press, 1985. Ch 6 (“Transnational Linkages and the
Economic Role of the State: An Analysis of Developing and Industrialized Nations in the PostWorld War II Period”) 192-221. For the full development of Evans’ work on TNCs, see
Dependent Development: The Alliance of Multinational, State, and Local Capital in Brazil.
Princeton: Princeton University Press, 1979.]
+Douglas Bennett & Kenneth Sharpe. Transnational Corporations Versus the State: The Political
Economy of the Mexican Auto Industry. Princeton: Princeton University Press, 1985. Ch 2
("The State and Dependency in Mexico") 14-50.
Susan Ariel Aaronson & James Reeves. Corporate Responsibility in the Global Village: The Role
of Public Policy. Washington, DC: National Policy Association, 2002 (NPA Report 306).
[Provides a global overview of government initiatives to promote corporate social responsibility
(CSR). Surveys U.S. efforts to promote global CSR and finds them woefully lacking. Presents
other countries' (U.K., Canada, the Netherlands) global CSR initiatives as potential models for
U.S. policies. Includes eight policy recommendations for the U.S. government. Also refers to
CSR activities in Denmark, Austria, Belgium, Sweden, and Germany.]
Thomas Biersteker. “The Illusion of State Power: Transnational Corporations and the
Neutralization of Host Country Legislation.” Journal of Peace Research XVII:3 (1980) 207-221.
Peter J. Buckley & Pervez N. Ghauri, eds. The Global Challenge for Multinational Enterprises:
Managing Increasing Interdependence. Amsterdam; New York: Pergamon, 1999.
Fernando Henrique Cardoso & Enzo Faletto. Dependency and Development in Latin America
Berkeley: University of California Press, 1979.
19
+Nigel Harris. End of the Third World. Ch 1 ("Third Worldism") 11-29.
Rhys Owen Jenkins. Transnational Corporations and the Latin American Automobile Industry.
Pittsburgh: University of Pittsburgh Press, 1987.
Rhys Owen Jenkins. Transnational Corporations and Industrial Transformation in Latin America.
London: Macmillan, 1984.
Khong Cho Oon. The Politics of Oil in Indonesia: Foreign Company-Host Government Relations.
Cambridge: Cambridge University Press, 1986. Ch 4 ("Provisions for Development and
National Control") 90-128; & ch 6 ("Organizational Structure and the Negotiating Process")
159-86.
Stephen D. Krasner. Structural Conflict: The Third World Against Global Liberalism. Berkeley:
University of California Press, 1985.
+Lawrence Mayer. Redefining Comparative Politics. Newbury Park, CA: Sage Publications, 1989.
Ch 3 ("Development, Ethnocentrism and Dependency: Theory and Polemic")(part) 83-98.
+Mittelman & Pasha. Out From…, ch 3 ("Received Ideas and International Institutions")(part) 7179.
C.K. Prahalad and Allen Hammond. "Serving the World's Poor, Profitably." Harvard Business
Review 80:9 (Sept 2002) 48-57.[available in hardcopy in Periodicals at Gelman Library, 3rd
Floor]
Mitchell Seligson and John Passe-Smith, eds. Development and Underdevelopment: The Political
Economy of Inequality. Boulder: Lynne Rienner, 1993. Ch 17 ("Modernization and
Dependency: Alternative Perspectives in the Study of Latin American Underdevelopment" [J.
Samuel Valenzuela and Arturo Valenzuela]) 203-16 [finds dependency superior to
modernization--originally published in Comparative Politics 10 (July 1978) 543-57]; ch 19
("Wallerstein's World Capitalist System: A Theoretical And Historical Critique" [Theda
Skocpol]) 231-38 [accepts Wallerstein's critique of modernization theory but rejects his
alternative--originally published in the American Journal of Sociology 82 (March 1977) 107591]; ch 21 ("Financial Dependence in the Capitalist World Economy and the Distribution of
Income Within States" [Edward Muller]) 267-94 [an empirical critique of dependency and world
systems theories. Reprinted from Mitchell Seligson, ed. The Gap Between Rich and Poor.
Boulder: Westview Press, 1984.].
+So. Social Change… chs 8-10 ("Part III: The World System School") 169-260.
Michael Todaro. Economic Development in the Third World. White Plains, NY: Longman, 1989.
Edwin A. Winckler & Susan Greenhalgh, eds. Contending Approaches to the Political Economy of
Taiwan. Armonk, NY: M.E. Sharpe, 1988. Ch 1 ("Analytical Issues and Historical Episodes") 319.
Nov 05
6. Role of States I: general
Required Reading:
*E ch 1 ("States and Industrial Transformation")(part) 3-18; & ch 3 ("States").[45]
*D. Michael Shafer. “Capturing the Mineral Multinationals: Advantage or Disadvantage?”
International Organization 37:1 (Winter, 1983) 93-119.[available, full text, in ALADIN database
JSTOR, and others][27]
20
+C Part 2, chs 3 (“The Natural Resource Trap”) & 4 (“Landlocked with Bad Neighbors”).[26]
+H ch 1 (“The Challenge of State-Building in Africa”) 11-31; ch 4 (“The Political Kingdom in
Independent Africa”) 97-136; ch 5 (“National Design and the Broadcasting of Power”) 139-72;
ch 6 (“Chiefs, States, and the Land”) 173-97; ch 9 (“The Past and the Future of State Power in
Africa”) 251-72.[142]
*"The Road to Hell is Unpaved." Economist 365: 8304 (21 Dec, 2002) 37-39.[available, full-text,
in ALADIN database EBSCOHOST Academic Search Premier, and others][3]
Further Reading:
James C. Scott. Seeing Like a State: How Certain Schemes to Improve the Human Condition have
Failed. New Haven and London: Yale University Press, 1998. Ch 7 (“Compulsory Villagization
in Tanzania”) 223-61.
+Stephan Haggard & Robert K. Kaufman, eds. The Politics of Economic Adjustment. Princeton:
Princeton University press, 1992. Ch 3 ("The State as Problem and Solution: Predation,
Embedded Autonomy, and Structural Change" [Peter Evans]) 139-81.[For an earlier,
abbreviated version, minus India, Korea and Taiwan, see Evans, "Predatory, Developmental,
and Other Apparatuses: A Comparative Political Economy Perspective on the Third World
State." Sociological Forum 4 (1989) 561-87.]
+H chs 2-3 & 7-8.
+Almond, ch 8 ("The Return to the State") 189-216.
+Ziya Onis. "The Logic of the Developmental State." Comparative Politics 24 (1990) 109-25.
World Bank. The East Asian Miracle: Economic Growth and Public Policy. Oxford, New York:
Oxford University Press for World Bank, 1993. Ch 4 ("An Institutional Basis for Shared
Growth") 157-88.
+Robert Wade. "East Asia's Economic Success: Conflicting Perspectives, Partial Insights, Shaky
Evidence." World Politics 44:2 (January, 1992) 270-320.
Patrick Chabal. Power In Africa: An Essay in Political Interpretation. New York: St. Martin's Press,
1992. Part II "Concepts for the Analysis of Power in Africa," Ch 4 ("The State") 68-81.
Donald Rothchild & Naomi Chazan, eds. The Precarious Balance: State and Society in Africa.
Boulder: Westview, 1988. Ch 2 ("The African Colonial State and Its Political Legacy"
[Crawford Young]) 25-60; ch 4 ("States Without Citizens: An Emerging African Phenomenon."
[John A.A. Ayoade]) 100-16.
Robert Fatton. Predatory Rule: State and Civil Society in Africa. Boulder: Lynne Rienner, 1992.
Joshua B. Forrest. "The Quest for State 'Hardness' in Africa." Comparative Politics 20:4 (July,
1988) 423-42.
+Louis Putterman & Dietrich Rueschemeyer, eds. State and Market in Development: Synergy or
Rivalry. Boulder: Lynne Rienner, 1992. Ch 5 ("A Theory of Government Intervention in Late
Industrialization" [Alice Amsden]) 53-84.
+Frederic C. Deyo, ed. The Political Economy of the New Asian Industrialism. Ithaca: Cornell
University Press, 1987. Ch 4 ("Political Institutions and Economic Performance: The
Government-Business Relationship in Japan, South Korea, and Taiwan"[Chalmers Johnson])
136-64.
+Stephen D. Krasner. "Approaches to the State: Alternative Conceptions and Historical Dynamics."
Comparative Politics 16:2 (Jan 1984) 223-46.
21
+James Caporaso, ed. The Elusive State: International and Comparative Perspectives. Newbury
Park, CA: Sage, 1989. Chs 1, 2, 7.[Reprinted from a special issue of Comparative Political
Studies 21 (Apr, 1988).]
Evans, et al., eds. Bringing the State Back In. Ch 1 (“Bringing the State Back In: Strategies of
Analysis in Current Research” [Theda Skocpol]) 3-37.
+Ernest J. Wilson & John Freeman. "It Isn't Enough to Bring the State Back In." Unpublished
paper, 1986.
+John A. Hall & G. John Ikenberry, eds. The State. Minneapolis: University of Minnesota Press,
1989. Ch ? ("Introduction: The State and Social Theory" [John A. Hall and G. John Ikenberry])
1-15.
+Gianfranco Poggi. The State: Its Nature, Development and Prospects. Stanford: Stanford
University Press, 1990.
Nov 12
7. Role of States II: industrial, trade and investment policy--fostering national industrial
competitiveness--technology, protection and employment
Required Reading:
+C Part 4, ch 10 ("Trade Policy for Reversing Marginalization”).[16]
*E chs 4 ("Roles and Sectors"), 5 ("Promotion and Policing"), 6 ("State Firms and High-Tech
Husbandry") & 7 ("The Rise of Local Firms”)[107]
*Joseph E. Stiglitz & Shahid Yusuf, eds. Rethinking the East Asian Miracle. Oxford, UK;
Washington, DC: Oxford University Press and World Bank, 2001. Ch 3 (“Technological Change
and Growth in East Asia: Macro versus Micro Perspectives” [Howard Pack]).[41][available, full
text, in ALADIN database Ebrary]
*David G. McKendrick, Richard F. Doner and Stephan Haggard. From Silicon Valley to
Singapore: Location and Competitive Advantage in the Hard Disk Drive Industry. Stanford:
Stanford University Press, 2000. Ch 10 (“Policy, Politics, and Location in Developing
Countries”).[26][available, full text, in ALADIN database Ebrary]
@Douglas A. Irwin. Free Trade Under Fire (2nd ed.). Princeton: Princeton University Press, 2005.
Ch 3 (“Protectionism: Economic Costs, Political Benefits?”).[34]
Further Reading:
World Bank. World Development Report 2002: Building Institutions for Markets. Washington,
DC: World Bank (available, full text, at http://econ.worldbank.org [choose, under Key Product
Series, “World Development Reports”])
World Bank. The East Asian Miracle: Economic Growth and Public Policy. New York: Oxford
University Press, 1993. Ch 6 ("Using Resources Efficiently: Relying on Markets and
Exports")(part: “Using the International Market: Trade and Industrial Policy”) 292-326.
+Alasdair Bowie. Crossing the Industrial Divide: State, Society and the Politics of Economic
Transformation in Malaysia. New York: Columbia University Press, 1991. Ch 5 ("Industrial
Aspirations for a Divided Society: State-led Industrialization and the 1980s") 111-52.
22
Nov 19
8. States in Transitional Economies: from “market socialism” to …? Case of Vietnam
Required Reading:
@Vu, Khuong. "Economic Reform and Growth Performance: China and Vietnam in comparison."
National University of Singapore, 2008.[29][available, full-text, at
http://www.spp.nus.edu.sg/wp/2008/wp0814.pdf]
World Bank, Vietnam - Country Brief: Country Overview (September 2008).[5][available, fulltext, at www.worldbank.org/vn]
*Long S. Le. "Vietnam in Denial over Economic Woes." Far Eastern Economic Review vol 171,
issue 8 (October 2008) 45-48.[4][available, full-text, in ALADIN database Factiva and various
ProQuest databases]
*Melanie Beresford. “Doi Moi in Review: The Challenges of Building Market Socialism in
Vietnam.” Journal of Contemporary Asia 38:2 (May 2008) 221-243.[23][available, full-text, in
ALADIN database EBSCOHOST Academic Search Premier and various ProQuest databases]
*Alberto Gabriele. “Social Services Policies in a Developing Market Economy Oriented Towards
Socialism: The Case of Health System Reforms in Vietnam.” Review of International Political
Economy 13:2 (May 2006) 258-289.[32][available, full-text, in ALADIN databases EBSCOhost
Business Source Premier and Informaworld Journals]
*Philip Taylor. “Poor Policies, Wealthy Peasants: Alternative Trajectories of Rural Development in
Vietnam” Journal of Vietnamese Studies 2:2 (Aug 2007) 3-56.[54][available, full text, in
ALADIN database Caliber]
*Anne Marie Leshkowich. “Woman, Buddhist, Entrepreneur: Gender, Moral Values and Class
Anxiety in Late Socialist Vietnam.” Journal of Vietnamese Studies 1:1-2 (Feb 2006) 277313.[37][available, full text, in ALADIN database Caliber]
Further Reading:
Vietnam:
*Vo X. Han. “Vietnam in 2007: A Profile in Economic Socio-Political Dynamism.” Asian Survey
48:1 (Feb 2008) 29-37.[available, full text, in ALADIN database Caliber and various ProQuest
databases.]
*David Koh. “Leadership Changes at the 10th Congress of the Vietnamese Communist Party.”
Asian Survey 48:4 (August 2008) 650-72.[available, full text, in ALADIN database Caliber and
various ProQuest databases.]
*Martin Gainsborough. “From Patronage to "Outcomes": Vietnam's Communist Party Congresses
Reconsidered.” Journal of Vietnamese Studies 2:1 (Feb 2007) 3-26.[available, full text, in
ALADIN database Caliber]
23
*Martin Gainsborough. "Political Change in Vietnam: In Search of the Middle-Class Challenge to
the State." Asian Survey 42:5 (Sept/Oct 2002) 694-707.[available, full text, in ALADIN
database Caliber and various ProQuest databases]
China:
Orville Schell & David Shambaugh, eds. The China Reader: The Reform Era. New York: Vintage
Books, 1999, 299-321.
Dali L. Yang. Remaking the Chinese Leviathan: Market Transition and the Politics of Governance
in China. Stanford, CA: Stanford University Press, 2004.
@Dorothy J. Solinger. Contesting Citizenship in Urban China: Peasant Migrants, the State, and the
Logic of the Market. Berkeley: University of California Press, 1999. “Conclusion: Floating to
Where? Citizenship and the Logic of the Market in a Time of Systematic Transition” 277-90,
Kevin J. O’Brien & Lianjiang Li. Rightful Resistance in Rural China, Cambridge: Cambridge
University Press, 2006.
India:
*Gurcharan Das, India Unbound: the Social and Economic Revolution From Independence to the
Global Information Age. New York: A.A. Knopf, 2001.[available, full text, in ALADIN
database Ebrary]
Vivek Chibber. Locked in Place: State-Building and Late Industrialization in India. Princeton, N.J.:
Princeton University Press, 2003.
Edward Luce. In Spite of the Gods: The Strange Rise of Modern India. New York: Doubleday,
2007.
Nov 20-25
9. Small Group Meetings
[Make up]
10. Opening Economies to Global Trade and Investment: opportunities and perils
Required Reading:
+C Part 3, ch 6 (“On Missing the Boat”).[18]
*E ch 9 (“Lessons From Infomatics”) 207-26.[20]
Douglas A. Irwin. Free Trade Under Fire. Ch 6 (“Developing Countries and Open Markets”) 160202.[43]
@Marc J. Blecher. “Hegemony and Worker’s Politics in China.” In Lowell Dittmer & Guoli Liu
(eds.), China’s Deep Reform: Domestic Politics in Transition, Lanham, MD: Rowman &
Littlefield, 2006, 405-18.[14]
*Ariffin Norlela & Paulo N. Figueiredo. “Internationalization of Innovative Capabilities: Counterevidence from the Electronics Industry in Malaysia and Brazil.” Oxford Development Studies
32:4 (Dec 2004) 559-83.[25][available, full-text, in ALADIN database EBSCOHOST Academic
Search Premier]
*Vo Tri Thanh. “Vietnam’s Trade Liberalization and International Economic Integration:
Evolution, Problems, and Challenges,” ASEAN Economic Bulletin 22:1 (Apr 2005) 75-
24
91.[17][available, full-text, in ALADIN databases EBSCOhost Business Source Premier and
various ProQuest databases]
*Ha-Joon Chang, Hong-Jae Park & Chul Gyue Yoo. “Interpreting the Korean Crisis: Financial
Liberalization, Industrial Policy and Corporate Governance.” Cambridge Journal of Economics
22:6 (Nov 1998) 735-46.[12][available, full-text, in ALADIN database Oxford University Press
Journals Current]
OECD. Economic Policy Reforms: Going for Growth 2008 (4 March 2008). Ch 6 (“Economic
Geography and GDP per capita”) & ch 7 (“International Trade in Services and Domestic
Regulation”).[Available, full-text, in ALADIN database SourceOECD]
*Michael Pollan. “The Way We Live Now: You Are What You Grow.” New York Times
Magazine (22 April, 2007).[3][available, full text, in ALADIN databases Factiva, Lexis/Nexis
Academic Universe, and ProQuest Banking Information Source]
Further Reading:
@Alan Wm. Wolff. "Market Access in the Global Economy: The Problem of Cartels." Japan
Policy Research Institute, Working Paper No. 6 (January 1995) 1-3.
*Kevin Watkins & Penny Fowler. Rigged Rules and Double Standards: Trade, Globalisation, and
the Fight Against Poverty (April 10, 2002).[available, full text, at www.maketradefair.org at
Research tab, see "The Trade Report."] See also the Washington Post commentary on this report
by Paul Blustein, "New Faith in Free Trade," April 11, 2002, E1.[available, full text, in
ALADIN database Factiva]
Dec 03
11. Changing Political Power and Authority: decentralization, governance and
democratization
Required Reading:
+C Part 2, ch 5 (“Bad Governance in a Small Country”).[12]
@Alasdair Bowie. “Decentralization in Comparative Perspective: Subnational Economic
Governance in Indonesia and Vietnam.” Paper prepared for presentation at the 61st Annual
Meeting of the Association for Asian Studies, Chicago, Illinois, March 26-29, 2009.[50, dble
sp.]
@Vedi R. Hadiz. “Power and Politics in North Sumatra: the Uncompleted Reformasi.”
Unpublished manuscript.[21, dble sp.] Alternatively (same author), “The State of Corruption:
Indonesia.” In Vinay Bhargava & Emil Bolongaita, eds, Challenging Corruption in Asia: Case
Studies and a Framework for Action, Washington D.C.: World Bank, 2004, 20935.[27][available, full text, in ALADIN database Ebrary, or directly from the GW listing for this
book in the ALADIN Catalog]
+@Dani Rodrik. One Economics, Many Recipes: Globalization, Institutions, and Economic
Growth. Princeton: Princeton University Press, 2007. Ch 5 (“Institutions for High-Quality
25
Growth”) 153-84.[32][An earlier version of this chapter appeared as “Institutions for HighQuality Growth: What They Are and How to Acquire Them,” Studies in Comparative
International Development 35:3 (Fall 2000) 3-31. Available, full text, in ALADIN databases
EBSCOhost Academic Search Premier and various ProQuest databases]
@Blaine Harden. Africa: Dispatches From a Fragile Continent. New York: W.W. Norton, 1990. Ch
6 (“The Good, the Bad, and the Greedy”) 217-70.[54]
World Bank. “Governance and Anti-Corruption.” http://www.worldbank.org/wbi/governance.
Choose “Worldwide Governance Indicators” to access the list of governance indicators. See
se11 focus question for instructions relevant to this source. Click on the “Governance Matters
VIII: Governance Indicators for 1996-2008” link (to World Bank Policy Research Working
Paper) for the report on the most recent (2009) update of the World Bank Institute’s [WBI]
World Governance Indicators, including definitions and details on the construction of each
indicator. Click on the “Governance Indicators webpage” link to access the data used to compile
this report (by means of a user-friendly, interactive database of governance indicators for 212
countries).
*Murray Hiebert. "More Aid, but New Strings." Far Eastern Economic Review (20 February, 2003)
12-14.[3][available, full-text, in ALADIN database Factiva and various ProQuest databases]
*Peter Baker. “Quieter Approach to Spreading Democracy Abroad.” New York Times (22
February, 2009 [Week in Review]) 1.[2][available, full text, in ALADIN database Factiva]
*“The Short Arm of the Law - Bribery and Business - How Big Multinationals Sidestep Laws
Against Bribery,” Economist (2 March, 2002 [part of Special Report on “Bribery and
Business”]).[4][Available, full text, in ALADIN database Factiva]
Further Reading:
Christopher J. Anderson & Yuliya V. Tverdova. “Corruption, Political Allegiances, and Attitudes
Toward Government in Contemporary Democracies.” American Journal of Political Science
47:1 (January 2003) 91-109.[Available, full text, in several ALADIN databases]
Robert E. Klitgaard. Controlling Corruption. Berkeley: University of California Press, 1988. Ch 3
(“Policy Measures”) 52-97.
Peter Richardson. “Corruption.” In P.J. Simmons & Chantal de Jonge Oudraat, eds., Managing
Global Issues—Lessons Learned, Washington, DC: Carnegie Endowment for International
Peace, 2001, 75-105.
Transparency International. “TI Corruption Perceptions Index” 2009.
www.transparency.org/policy_research/surveys_indices/cpi
Nicolas Van de Walle. African Economies and the Politics of Permanent Crisis: 1979-1999.
Cambridge: Cambridge University Press, 2001.
Larry Diamond. “The Democratic Rollback: The Resurgence of the Predatory State.” Foreign
Affairs 87:2 (Mar/Apr 2008) 36-48.[available, full-text, in ALADIN database EBSCOhost
Academic Search Premier and others]
26
Bob Edwards, Michael W. Foley & Mario Diani, eds. Beyond Tocqueville: Civil Society and the
Social Capital Debate in Comparative Perspective. Hanover, NH: University Press of New
England, 2001.
*Michael W. Foley & Bob Edwards. “The Paradox of Civil Society.” Journal of Democracy 7:3
(July 1996) 38-52.[available, full-text, in ALADIN database Project Muse Standard Collection]
Virginia A. Hodgkinson & Michael W. Foley, eds. The Civil Society Reader. Hanover, NH:
University Press of New England for Tufts University, 2003.
Some additional sources from World Bank sources (available at www.worldbank.org, Data and
Research tab. At drop-down “Research Products” menu, choose “Research for Policy Research
Working Papers” and search by title):
Shantayanan Devarajan, Andrew Sunil Rajkumar & Vinaya Swaroop. “What Does Aid to Africa
Finance?” World Bank Policy Research Working Paper No. 2092 (31 March, 1999).
Aart Kraay & Vikram Nehru. “When Is External Debt Sustainable?” World Bank Policy Research
Working Paper No. 3200 (1 February, 2004).
Dec 08 (Tuesday, GW Make up Day for Fall Classes)
12. Addressing Global Poverty
Required Reading:
+SS (whole book)
Stephen Smith, “Afterword” for new pbk ed. of SS (handout)
Further Reading:
Lael Brainard & Derek Chollet, eds. Too Poor for Peace? Global Poverty, Conflict, and Security in
the 21st Century. Washington, DC: Brookings Institution Press, 2007.
Samuel Bowles, Steven N. Durlauf & Karla Hoff, eds. Poverty Traps. New York: Russell Sage
Foundation; Princeton: Princeton University Press, 2006.
Deepa Narayan & Patti Petesch, eds. Voices of the Poor: From Many Lands. Oxford; Washington,
DC: Oxford University Press and World Bank, 2002.[available, full text, at ALADIN catalog
entry or in ALADIN database ebrary]
OECD/World Health Organization (WHO). Poverty and Health: DAC Guidelines and Reference
Series. Paris; Geneva: OECD/WHO, 2003.[available, full text, at ALADIN catalog entry or in
ALADIN database ebrary]
Jonathon Pincus & John Sender. “Quantifying Poverty in Viet Nam: Who Counts?” Journal of
Vietnamese Studies 3:1 (Feb 2008) 108-50.[available, full text, in ALADIN database Caliber]
World Bank. World Development Report 2000/2001: Attacking Poverty. New York: Oxford
University Press, 2000 (available, full text, at http://econ.worldbank.org [choose, under Key
Product Series, “World Development Reports”])
Make up
13. Conclusion
Required Reading:
+C Part 5, ch 11 (“An Agenda for Action”) and Postscript.[21]
27
+Mittelman & Pasha. Out From… ch 9 (“What Works in the Third World?”) 217-50.[34]
** Research Paper Due 5:00 P.M. Monday, December 14 (submit at course website)**