THEORIES OF INTERNATIONAL DEVELOPMENT
DVM3350A
TRAN THI THU TRANG
FALL 2008
Course schedule :
Course location:
Office Hours:
Office:
Telephone:
E-mail:
Monday 8:30 – 10:00, Thursday 10:00 – 11:30
LMX122
Thursday 11h30 – 13h00 or by appointment
DMS 9108
613-562-5800 x 2773
TrangTran@uottawa.ca
COURSE DESCRIPTION
This course examines the evolution of development theories since the second half of the 20th century. It
analyses the main arguments, similarities and differences of prominent theories of development, including
modernization, dependency, neoclassicalism, neoinstitutionalism, and post-modernism. The course also
discusses the implications of these theories on the development of 'Third World' countries. By analysing
both theories and practices of development, this course also identifies the political and economic interests
of different actors, including governments, international organizations, the private sector, and civil society.
The course takes a political economy approach, which views politics and economics as two closely linked
processes. It includes lectures on theoretical issues, documentary screenings, and students’ active
participation through discussions and debates.
LEARNING OBJECTIVES
At the end of the course, students will be able to:
• Understand the complexity and diversity of different concepts and theories of development;
• Understand key arguments and criticisms of these theories;
• Understand the connection between theories and practice; and
• Identify and assess the political, economic, and social implications of development theories and
their related policy interventions.
ASSESSMENT
Literature Review or Debate – 20% of the final note
Description
This is a group assignment with the aim of allowing students to practice articulating an
argument, to work in team, and develop communication skills. Students can choose to
do either a literature review or a debate.
There will be five literature review sessions that precede the lectures on theories. In
each of these sessions, there will be two or three texts to review. Students who choose
this exercise will briefly present the main arguments of the assigned texts and identify
their similarities and differences. The rest of the session will be devoted to a discussion
that students will animate themselves, including answering questions from the
audience.
There will be two debates that link theories to concrete situations in the Third World.
For each debating session, two theories will be confronted. Students will choose a
theory according to their interest and use it to explain development issues in a selected
case study. The objective of this exercise is to assess the relevance and contribution of
theories in the understanding of concrete development issues.
The list of topics and requirements for each session will be available on Virtual
Campus from September 5th. Students will have to choose a topic before September
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10th, also through Virtual Campus, on a first-come first-serve basis. After that date, the
professor will randomly assign topics to the remaining students.
Length
The exact timeframe for each group varies according to each session and the number
of assigned students, but speaking time should be divided more or less equally
between all group members.
Marking
All students have to speak as part of their group’s presentation and debate to receive a
10% flat mark on participation. The other 10% is given based on the structure and
richness of the presentation, communication skills, appropriate time use, animation
skills, including responding to questions and criticisms.
Marks will be the same for all members of a given group.
Term Paper – 40% of the final note (can be substituted by CSL option, see below)
Description
Students will write a term paper on a chosen topic. The list of topics will be available on
Virtual Campus from the 11th of September. The objective of the essay is for students
to review the literature and formulate their own argument. The essay should therefore
have a discussion of different theoretical perspectives and clearly explain a student’s
analytical framework. Students will then develop arguments to support their position. An
essay should refer to at least 10 academic sources.
Length
Maximum 2,000 words, including all footnotes, endnotes, and annexes, but excluding
the list of references at the end of the paper. Each block of 50 words in excess will
entail a 1% penalty.
Deadline
October 21st before 16h00 on Virtual Campus. Each 24 hours of delay will incur a 3%
penalty for this assignment (weekends included). No assignment will be accepted after
October 28th, 16h00.
Marking
Each of the following elements counts for 20% of the assignment:
• Coverage of the theoretical debates: critically analysing different relevant
theoretical approaches and clearly state the analytical framework chosen for the
paper;
• Structure: clarity of the subject and hypothesis in the introduction, arguments are
logically articulated throughout the essay, and sharp and concise summary of the
arguments is provided in conclusion;
• Argumentation: arguments substantiated with evidences and examples, free of
normative statements;
• Use of references: numerous, diversified, relevant, well used, cited, and quoted
academic sources. Note that encyclopaedias (including Wikipedia) are not
academic sources.
• Writing and formatting: comprehensibly written, free of spelling mistakes and typos,
clearly formatted with pagination, headers, lists, tables, figures, maps, annexes and
other tools as useful to the argument.
Final Take-home Exam – 40% of the final note
Description
A final take-home exam at the end of the semester completes the assessment of this
course. The exam provides an opportunity for students to demonstrate their
understanding of the issues discussed in class and raised in the required and
recommended literature, and to have achieved the stated learning objectives of the
course.
Date
To be announced, and will be during the exam period.
No late submission is accepted for this assignment, except for serious health issues
with medical certification.
Marking
Each of the following elements counts for 20% of the assignment:
• Understanding of the main issues;
• Structure;
• Argumentation;
• Use of references;
• Writing and formatting.
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Community Service Learning (CSL) – 40% (Optional and in lieu of Term Paper)
Description
Students who chose to do so can participate to a Community Service Learning
volunteer posting in lieu of the Term Paper. Those placements allow acquiring handson experience with an organization doing work related to the topics of the course.
Depending on the position, students will be required to perform a maximum of 35 hours
of volunteer work with a not-for-profit group, produce an essay that links that CSL
experience to development issues. Students are free to choose the topic of this essay,
but should have it approved in writing by the professor.
The objective of the CLS essay is for students to briefly review the literature and
formulate their own argument on a topic relevant to their placement and development.
The essay should therefore have a discussion of different theoretical perspectives and
clearly explain a student’s analytical framework. The CLS essay should refer to at least
5 academic sources, which can be complemented by media and other non-peer
reviewed sources as relevant. The essay should use the placement as much as
possible as a source of empirical evidence, or as a case study, to support the
argument.
Time spent on a Service Learning assignment can also be applied to the University of
Ottawa’s new Co-Curricular Record, which is an official attestation of verified volunteer
activities undertaken both on and off the university campus. Details about this program
can be found on the Experiential Learning website.
Students who would like to choose the Service Learning option are required to register
on-line and select an assignment linked with this course. Students will then be sent all
pertinent contact information within a week.
Deadline
Same as for the Term Paper
Marking
Same as for the Term Paper.
A letter from the hosting organization will also be required to certify a satisfactory
completion of the assignment.
Contact
Experiential Learning Service
http://www.sass.uOttawa.ca/els
COURSE OUTLINE
Introduction
Date
4 September
Methodology
Date
8 September
Introduction to Development Studies
Date
11 September
Required
Readings
Thomas, A., 2000, ‘Meanings and Views of Development’, in T. Allen and A. Thomas
(eds), Poverty and development into the 21st century, Oxford, New York, Open
University in association with Oxford University Press.
Bernstein, Henry, 2006, ‘Studying Development/Development Studies’, African Studies,
vol. 65 (1): 45-62. Electronic Access through E-Journals
Suggested
Readings
Pieterse, Jan Nederveen, 2001, Development Theory: Deconstructions/reconstructions,
London; Thousand Oaks, Calif.: SAGE Publications. ‘Trends in Development
Theory’.
Buttel, Frederick H. and Philip McMichael, 1994, ‘Reconsidering the Explanandum and
Scope of Development Studies: toward a comparative sociology of stateeconomy relations’ in D. Booth (ed) Rethinking Social Development: theory,
research and practice, Essex: Longman Scientific and Technical. pp. 42-61.
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Transition from Tradition to Modernity and Feudalism to Capitalism
Date
15 & 18 September
Required
Readings
Bernstein, H. 2000, ‘Colonialism, capitalism, development’ in T. Allen and A. Thomas,
Poverty and development into the 21st century, Oxford, New York, Open
University in association with Oxford University Press.
Suggested
Readings
Preston, P. W., 1996, Development Theory: An Introduction, Oxford, Blackwell
Publishers. ‘Classical Social Theory’.
Roberts, J. Timmons and Amy Hite, 2000, From modernization to globalization:
perspectives on development and social change, in Blackwell readers in
sociology, Malden, Mass.: Blackwell. ‘Formative Ideas on the Transition to
Modern Society’.
Modernization Theory – Literature Review
Date
22 September
Required
Readings
Lipset, Seymour Martin. 1986. ‘Values, Education, and Entrepreneurship’. in P. F.
Klarén and T. J. Bossert (eds), Promise of Development: Theories of Change in
Latin America, Boulder and London: Westview Press, 39-75.
Rostow, Walt W. The Stages of Economic Growth, Third Edition, Cambridge University
Press, 1990 [1960]. ‘The Five Stages of Growth: A Summary’ and ‘Marxism,
Communism, and the Stages-of-Growth’
Modernization Paradigm – Assumptions, Arguments, Policy Implications, and
Criticisms
Date
25 & 29 September
Required
Readings
Webster, A., 1990, Introduction to the Sociology of Development, 2nd. ed., London,
Macmillan. ‘Modernisation Theory’.
Blomström, M. and B. Hettne, 1987, Development Theory in Transition, London, Zed
Books. ‘The Emergence of Modern Development Theory’.
Suggested
Readings
Cypher, J. M. and J. L. Dietz, 2004, The Process of Economic Development, London,
Routledge. ‘Developmentalist Theories of Economic Development’. Electronic
Access through NetLibrary
Preston, P. W., 1996, Development Theory: An Introduction, Oxford, Blackwell
Publishers. ‘Decolonization, Cold War and the Construction of Modernization
Theory’.
Gilbert Rist, 1997, The History of Development, Zed, London. ‘Modernization: Poised
Between History and Prophecy’ pp. 93-108.
Dependency Paradigm – Literature Review
Date
2 October
Required
Readings
Frank, Andre Gunder, 1969, Latin America: Underdevelopment or Revolution; Essays
on the Development of Underdevelopment and the Immediate Enemy, New
York: Monthly Review Press. ‘The Development of Underdevelopment’.
Cardoso, Fernando Henrique, and Enzo Faletto. 1979. Dependency and development
in Latin America. Berkeley: University of California Press. ‘Introduction’ and
‘Comprehensive Analysis of Development’.
Dependency Paradigm – Assumptions, Arguments, Policy Implications, and Criticisms
Date
6 & 9 October
Required
Readings
So, Alvin Y., 1990, Social Change and Development: Modernization, Dependency, and
World-system Theories, Newbury Park, Calif.: Sage Publications. ‘The
Dependency Perspective’.
Preston, P. W., 1996, Development Theory: An Introduction, Oxford, Blackwell
Publishers. ‘The Development Experience of Latin America’.
Theories of International Development (DVM3350A)
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Suggested
Readings
Klarén, Peter F. and Thomas J. Bossert, 1986, Promise of Development: Theories of
Change in Latin America, Boulder, Colo.: Westview Press. ‘Lost Promise’.
Cypher, J. M. and J. L. Dietz, 2004, ‘Heterodox Theories of Economic Development’, in
J. M. Cypher and J. L. Dietz The Process of Economic Development, London,
Routledge. Electronic Access through NetLibrary.
Valenzuela, Samuel J., and Arturo Valenzuela. 1978. ‘Modernization and Dependency:
Alternative Perspectives in the Study of Latin American Underdevelopment’,
Comparative Politics 10 (4): 535-557. Electronic Access through E-Journals
Debate – Contrasting Modernization and Dependency Theories through Case Studies
Date
16 October
Documentary Viewing
Date
20 October
Neoclassical Theory – Literature Review
Date
23 October
Required
Readings
Anne Krueger ‘Government Failures in Development’ Journal of Economic
Perspectives, Vol. 4, No. 3, Summer 1990, pp. 9-23. Electronic Access
through E-Journals
Bhagwati, Jagdish N., 1968, ‘Distortions and Immiserizing Growth: a Generalization’,
Review of Economic Studies, vol. 35 (104): 481-485. Electronic Access
through E-Journals
Neoclassical Theory – Assumptions, Arguments, Policy Implications, and Criticisms
Date
27 & 30 October
Required
Readings
Wade, R., 2004, Governing the Market: Economic Theory and the Role of Government
in East Asian Industrialization, Princeton, Princeton University Press.
‘Introduction’.
Lall, Sanjaya, 1996, ‘Paradigms of development: The East Asian debate’, Oxford
Development Studies, vol. 24 (2): 111-131. Electronic Access through EJournals
Suggested
Readings
Stiglitz, J. E., 2003, Globalization and its Discontents, New York, W.W. Norton.
Amsden, A. H., 1979, ‘Taiwan's Economic History: A Case of Etatisme and a Challenge
to Dependency Theory’, Modern China, vol. 5 (3): 341-379. Electronic Access
through E-Journals
Lal, D., 1983, The Poverty of Development Economics, Harvard University Press,
Cambridge.
Preston, P. W., 1996, Development Theory: An Introduction, Oxford, Blackwell
Publishers. ‘The Affirmation of the Role of the Market’.
Cleaver, H., 1989, ‘Close the IMF, Abolish Debt and End Development: A Class
Analysis of the International Debt Crisis Crisis’ Capital & Class, No. 39, pp. 1750.
Wade, R. and F. Veneroso, 1998, ‘The Asian Crisis: The High Debt Model vs. the Wall
Street-Treasury-IMF Complex’, New Left Review 228, pp. 3-23.
Neoinstitutional Economics – Literature Review
Date
3 November
Required
Readings
Stiglitz, Joseph E., 2001, ‘Information and the Change in the Paradigm in Economics’,
Nobel Prize Lecture, December 8, Stockholm,
http://nobelprize.org/nobel_prizes/economics/laureates/2001/akerloflecture.html. Retrieved 2008 August 23.
Platteau, Jean-Philippe, 2000, Institutions, Social Norms, and Economic Development,
Amsterdam: Harwood Academic. ‘The Subject Put into Perspective’.
Theories of International Development (DVM3350A)
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Neoinstitutional Economics – Assumptions, Arguments, Policy Implications, and
Criticisms
Date
6 & 10 November
Required
Readings
Bardhan, P., 1989, ‘The New Institutional Economics and Development Theory: A Brief
Critical Assessment’, World Development, vol. 17 (9): 1389-1395. Electronic
Access through E-Journals
Fine, B., 1999, ‘The Developmental State is Dead - Long Live Social Capital?’
Development and Change, vol. 30 (1): 1-19. Electronic Access through EJournals
Suggested
Readings
Harriss, J., J. Hunter, and C. M. Lewis (eds), 1995, The New Institutional Economics
and Third World Development, London; New York: Routledge, pp. xiii, 360 p.
Bebbington, A., 2004, ‘Social Capital and Development Studies: Critique, Debate,
Progress?’ Progress in Development Studies, vol. 4 (4): 343-349. Electronic
Access through E-Journals
World Bank, 1993, The East Asian Miracle: Economic Growth and Public Policy,
Oxford, Oxford University Press.
Nelson, J. M., C. Tilly, and L. Walker, 1997, Transforming Post-Communist Political
Economies. Washington, D.C.: National Academy Press, pp. xi, 514p.
http://books.nap.edu/html/transform/contents.htm Retrieved 2008 August 23.
Debate – Contrasting Neoclassical and Neoinstitutional Theories through Case
Studies
Date
13 November
Postmodernism – Literature Review
Date
17 November
Required
Readings
Gustavo E., ‘Development’ in W. Sachs (ed.), The Development Dictionary, Zed Book,
pp. 6-25.
Escobar, A., 1995, Encountering Development: The Making and Unmaking of the Third
World, Princeton, N.J.: Princeton University Press. ‘Conclusion: Imagining a
Postdevelopment Era’.
Postmodernism - Assumptions, Arguments, Policy Implications, and Criticisms
Date
20 & 24 November
Required
Readings
Corbridge, S., 1990, ‘Post-Marxism and Development Studies: Beyond the Impasse’,
World Development, Vol. 18, No.5, 623-639. Electronic Access through EJournals
Schuurman, F. J., 1993, ‘Introduction: Development Theory in the 1990s’, in F. J.
Schuurman (ed), Beyond the Impasse: New Directions in Development Theory,
London and New Jersey, Zed Books.
Suggested
Readings
Harriss, J., 1994, ‘Between Economism and Post-modernism: Reflections on Research
on ‘Agrarian Change’ in India’, in D. Booth (ed), Rethinking Social
Development: Theory, Research and Practice, Harlow, Longman.
Mouzelis, N., 1988, ‘Marxism or Post-Marxism?’, New Left Review, No. 167, 107-123.
Electronic Access through E-Journals
Shanin, T., 1997, ‘The Idea of Progress’, in M. Rahnema and V. Bawtree (eds), The
Post-Development Reader, London and New Jersey, Zed Books.
Dickens, D. R. and A. Fontana (eds), 1994, Postmodernism and Social Inquiry, London,
The Guilford Press.
Pieterse, J. N., April 1998, ‘My Paradigm or Yours? Alternative Development, PostDevelopment, Reflexive Development’, Development and Change, vol. 29 (2):
343-373. Electronic Access through E-Journals
Rapley, J., 2004, ‘Development Studies and the Post-development Critique’, Progress
in Development Studies, vol. 4 (4): 350-354. Electronic Access through EJournals
Theories of International Development (DVM3350A)
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Tutorial
Date
27 November
Conclusion
Date
1 December
REQUIRED TEXTBOOK
DVM3350A Course Pack available at Enviro Copies, 404 Dalhousie
For useful tips on how to write a University paper, please refer to the following Website:
http://www.sciencessociales.uottawa.ca/USB/cleusbkey.swf .
Absence from an examination or test
Absence from any examination or test, or late submission of assignments due to illness, must be justified;
otherwise, a penalty will be imposed. The Faculty reserves the right to accept or reject the reason offered.
Reasons such as travel, employment and misreading the examination schedule are not usually accepted.
Beware of Academic Fraud!
Academic fraud is an act committed by a student to distort the marking of assignments, tests,
examinations and other forms of academic evaluation. Academic fraud is neither accepted nor tolerated
by the University. Anyone found guilty of academic fraud is liable to severe academic sanctions.
Here are a few examples of academic fraud:
•
engaging in any form of plagiarism or cheating;
•
presenting falsified research data;
•
handing in an assignment that was not authored, in whole or in part, by the student;
•
submitting the same assignment in more than one course, without the written consent of the
professors concerned
In recent years, the development of the Internet has made it much easier to identify academic plagiarism.
The tools available to your professors allow them to trace the exact origin of a text on the Web, using just
a few words.
In cases where students are unsure whether they are at fault, it is their responsibility to consult the
University’s Web site at the following address; you will find « Tools for Writing Papers and Assignments
» to http://www.socialsciences.uottawa.ca/eng/writing_tools.asp
Persons who have committed or attempted to commit (or have been accomplices to) academic fraud will
be penalized. Here are some examples of the academic sanctions, which can be imposed:
•
a grade of « F » for the assignment or course in question;
•
an additional program requirement of between three and 30 credits;
•
suspension or expulsion from the faculty.
Last session, most of the students found guilty of fraud were given an « F » for the course and had
between three and twelve credits added to their program requirement.
For more information, see:
http://www.uottawa.ca/academic/info/newsletter/fraud_e.html
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