University Studies Course Approval
Department or Program: Global Studies
Course Number: 335
Semester Hours: 3 (This course has been approved as a variable 3-6 credit course) But
this proposal is for 3 credits for credit toward USP Flag requirement for Critical Analysis.
Frequency of Offering: Every Other Year
Course Title: Global Poverty and Sustainable Development
Catalog Description: This course provides an interdisciplinary analysis of global
material poverty and sustainable development, and related key socioeconomic issues and
objectives. Students have the opportunity to study particular global and local approaches
to poverty reduction and sustainable development, including the work of global and local
development organizations working as well as to focus on specific sustainable
development organizations. Offered every other year.
This is an existing course previously approved by A2C2: Yes
This is a new course proposal: No
Department Contact Person: Dr. Michael Bowler, Faculty, Global Studies Program
University Studies Approval is requested in: Critical Analysis Flag
Attachments: I have included a further section at the end of this proposal to briefly
explain how these assignments will be used as parts of the course. I have also included
the syllabus that further develops the learning and requirements for students enrolled in
the course. It also links the course objectives and the course schedule with those
objectives for critical analysis flag. Examples of assignments in addition to papers and
discussions provide examples of designed learning experiences related to the global
perspectives objectives and are listed under the evaluation section in the syllabus.
The following explains how this new course will meet the Critical Analysis’ objectives:
Critical Analysis Flag
The purpose of the Critical Analysis Flag course requirement is to provide an alternative
to the M/S Flag requirement for students majoring in fields that do not make significant
use of mathematics or statistics. C-flagged courses are intended to provide students with
significant practice in rigorous argument comparable to what a student is expected to
receive in a Mathematics/Statistics-flagged course.
Courses can merit the Critical Analysis Flag if students will be required to make essential
use throughout the semester of proper techniques for analyzing the structure and validity
of arguments, as opposed to techniques for examining the factual validity of, or the
psychological or socioeconomic bases for, the premises of an argument; and if a
significant part of their grade will depend on the proper use of such techniques (WSU
University Studies Program Overview and Requirements)
These courses must include requirements and learning activities that promote students'
abilities to:
a. Recognize and evaluate appropriate evidence to advance a claim;
This course: This we do every class in this course either discussing particular claims
made within a reading about poverty and development and/or in discussing the various
stages including the writing and revising stage that students are at with their own chosen
sustainable development organization or approach. We may even get involved with
distance service learning which would actually be a step beyond advancing a claim in this
process.
b. Apply critical analytical skills in making decisions or in advancing a theoretical
position; and
This course: Not only will the students be doing this again in each class but this is
exactly the process they will be using throughout the course as they decide which
sustainable development organization or approach to critically analyze and then actually
engage in the making critical analysis decisions including possibly getting involved in
distance service-learning as well as developing their own overall theoretical position on
sustainable development.
c. Evaluate alternative arguments, decision strategies, or theories within a systematic
framework.
This course: The Development Reader (Chari and Corbridge), used as the text for this
course, exposes students to a diversity of alternative arguments and theories in a
systematic framework that of sustainable development studies and approaches. Further,
student analysis and discussion in class and on Desire to Learn about their own
alternative approaches, preferences for development organizations, and theoretical
development are all central to this course.
Planned assignments related to critical analysis: In-class and Desire to Learn
discussions, as well as the scheduled discussions in class and the scheduled discussions
on each student’s sustainable development organization in the last month of the semester
are already planned in the course syllabus below. In addition we also may do a service
learning exercise during the final examination session and even schedule a respectful
debate between students grouped according to similar sustainable development
approaches in preparation for paper writing at the mid-semester point.
Our learning community will seek to involve those with poverty and development
experience throughout the WSU and Winona community including faculty, staff,
international students, community professions, returned Peace Corps Volunteers and
students returning from study abroad and travel study programs. We will seek to
dialogue with them in class, inquiring about their own assumptions, rationales for acting
in certain ways, critical analysis in career choices and decisions.
Finally when we can, we will engage in analytic discussions about some real life
accounts of poverty and development in class as well as reflection through connections
with contacts in the developing world, through e-mail conversations, guest appearances
from development organizations in the Twin Cities as this course evolves.
GS 335: Global Poverty and Sustainable Development
Spring 2010 Course ID: 001959
Global Studies Program
Winona State University
Credits: 3
Class Meeting Times and Location: MW 14:00- 15:20 (2-3:20 PM) Minne 238
Instructor: Michael Bowler, Ph.D., Associate Professor
E-mail address: mbowler@winona.edu
Office Telephone: 507-457-2231
Office Hours: MWF 9:00-10:30, M 3:20-4:00, TH 10-12:00, H 3:20-4:15, and by
appointment
Catalog Description: This course provides an interdisciplinary analysis of global
material poverty and sustainable development, and related key socioeconomic issues and
objectives. Students have the opportunity to study particular global and local approaches
to poverty reduction and sustainable development, including the work of global and local
development organizations working as well as to focus on specific sustainable
development organizations. Offered every other year.
This course is being submitted for approval as a University Studies Critical Analysis
course and meets the requirements of a Critical Analysis flag course. As such this
course has the following general and particular objectives:
Critical Analysis Flag
The purpose of the Critical Analysis Flag course requirement is to provide an alternative
to the M/S Flag requirement for students majoring in fields that do not make significant
use of mathematics or statistics. C-flagged courses are intended to provide students with
significant practice in rigorous argument comparable to what a student is expected to
receive in a Mathematics/Statistics-flagged course.
Courses can merit the Critical Analysis Flag if students will be required to make essential
use throughout the semester of proper techniques for analyzing the structure and validity
of arguments, as opposed to techniques for examining the factual validity of, or the
psychological or socioeconomic bases for, the premises of an argument; and if a
significant part of their grade will depend on the proper use of such techniques.
These courses must include requirements and learning activities that promote students'
abilities to...
a. Recognize and evaluate appropriate evidence to advance a claim;
b. Apply critical analytical skills in making decisions or in advancing a theoretical
position; and
c. Evaluate alternative arguments, decision strategies, or theories within a systematic
framework.
Course Objectives:
This critical analysis experience allows students to examine the most significant and
complex social phenomena in global poverty and development. Emphasis is based on
critical thinking and problem solving about poverty and development. Students will
experience applying knowledge gained in this and other courses to a critical analysis of
poverty and development. Then they will use their critical thinking and interests to
choose a development organization to critically analyze and report on.
This course is designed to acquaint and train students in various analytical tools used in
study and application of knowledge to global poverty and development. Special emphasis
is placed on critical analysis of poverty and development and the critical of a
development organization that the student hypothesizes is most effective. Enumerated
course learning objects are:
1. To recognize and evaluate appropriate global poverty and development evidence,
including its global significance, to advance claims with relation to poverty and
development problem-solving (University Studies Critical Analysis #1).
2. To apply critical analytical skills in making decisions or in advancing a
theoretical position especially in relation to effective global poverty and
development organizations and approaches (University Studies Critical Analysis
#2).
3. To evaluate alternative arguments, decision strategies, or theories within a
systematic framework that include a development organization or approach of the
student’s choice (University Studies Critical Analysis #3).
4. To describe and evaluate the forces of globalization orally and in writing that
create global poverty and development and explain the causes consequences and
controversy surrounding these phenomena (Global Studies learning outcome # 1).
5. To acquire the ability to explain how global forces are playing out in different
regions in relation to poverty and development, and alternatively to explain how
regional forces are influencing global poverty and development (Global Studies
learning outcome #2).
6. To evaluate the concept of global citizenship including presumed personal and
professional responsibilities in relation to global poverty and development (Global
Studies learning outcome #5).
All of the above objectives (critical analysis flag and those specific to this course) are
interdisciplinary (that is using and integrating knowledge across academic disciplines).
Therefore Global Poverty and Sustainable Development is necessarily an
interdisciplinary as opposed to disciplinary field of study and is exactly why it is so
central to Global Studies. The course calendar below links course topics with the above
course objectives.
Required Learning Materials:
Textbook:
Sharad Chari and Stuart Corbridge (ed.), The Development Reader, New York:
Routledge, 2008
Possibly some additional articles as well as each student’s report on the development
organization they prefer.
Assessment Procedures: Beside the evaluation methods and requirements listed below, I
will be assessing what you have learned with regard to the course objectives on a daily
basis through discussion and short writing assignments including one-minute papers at
the end of class. I want to make sure that you are reading and understanding as well as
are able to demonstrate your learning and critical thinking through regular oral and
written communication. I want to encourage you to raise questions about materials you
do not understand via e-mail, telephone calls, office visits during class. In addition I am
always happy to listen and discuss your own interests and points related to the course
material in order to help you increase your own learning with regard to the course
objectives.
Evaluation Procedures:
First memo on approach/organization you have chosen and critical assumptions (10%)
Draft paper and presentation of the critical analyses our study had provided for your
organization or approach (15%)
Presentation/draft paper- critical information, analysis and discussion (25%)
Final revised critical analysis paper on your organization/approach- for
presentation/publication if possible (20%)
Class participation in critical analysis (including D2L and classroom oral and written
contributions, quizzes, extra credit oral reports about Asia events attended outside of
class) (I require you to contribute some brief questions or reactions or both related to the
assigned readings prior to each class) (20%)
Attend and analyze in class one presentation/event related to poverty and development
(10%)
Note: The above evaluation opportunities have been chosen so as to give each of you
several different ways of demonstrating your learning and making it possible for you to
earn the course grade you desire. I am always open negotiation and suggestions about
changes in these assignments as long as they will increase your learning and do not
overburden you, however bring these up earlier in the semester rather than later.
Grading Scale: A= Excellent, 4.0; B= Very Good, 3.0; C= Average, 2.0, D= Below
Average, 1.0; F=Failing, 0.
Policy on Attendance and Tardiness: Attendance in class is required. Some kind of
attendance check will be taken frequently until I get to know your names, and thereafter I
will record attendance on my own for each class. If you have more than two unexcused
absences, your participation grade will likely be lowered. More than 3 unexcused
absences (over one and half weeks of class) WILL result in course failure regardless
of your grade point average. It is your responsibility to see me if this becomes a
problem. While excused absences will not directly be counted against you, you are
responsible for what you missed in class. Not keeping up with what you have missed
and/or coupled with unexcused absences on top of excused absences WILL lead to
assignment and course failure. Again you are responsible for what you have missed
in class for an excused absence whether because of athletics, other student activities,
or illness and it is your responsibility to be in communication with me before and
after these absences. I am happy to go over any questions about the reading
assignment and what we did in class. Being regularly late for class will negatively
affect your participation grade. Professionalism requires that you communicate
anticipated absences in advance to me and arrange to receive class notes and assignments
from classmates.
Academic Integrity Policy: From the WSU Undergraduate Catalog: "Academic integrity
at Winona State University is based on honesty. The University community requires that
work produced by students represents their personal efforts and requires that they
properly acknowledge the intellectual contributions of others.
WSU Students are required to adhere to the University's standards of academic
integrity. The following are examples, not intended to be inclusive of types of behavior
that are unacceptable and will be viewed as violations of the academic integrity policy:
cheating, deception and misrepresentation, enabling academic dishonesty, fabrication,
multiple submission, and plagiarism."
Consult the catalog for further explanation of these examples and due process.
Please raise any questions you have about academic integrity in class or during office
hours. We will discuss the purpose and particulars of this policy as we prepare for course
assignments. While I encourage collaborative learning and study, I want to distinguish
this from doing your own work and giving others credit on assignments.
Policy for Proper Safety Procedures: Your safety is of the utmost concern of WSU and
its instructors. Immediately alert your classmates and me to any safety hazards you
observe.
Inclusive Excellence
Commitment to Inclusive Excellence: WSU recognizes that our individual differences
can deepen our understanding of one another and the world around us, rather than divide
us. In this class, people of all ethnicities, genders, religions, ages, sexual orientations,
disabilities, socioeconomic backgrounds, regions, and nationalities are strongly
encouraged to share their rich array of perspectives and experiences. If you feel your
differences may in some way isolate you from WSU’s community or if you have a need
of any specific accommodations, please speak with the instructor early in the semester
about your concerns and what we can do together to help you become an active and
engaged member of our class and community.
Campus Resources

Student Support Services, Krueger Library 219, 457-5465
(www.winona.edu/studentsupportservices/)

Inclusion and Diversity Office, Kryzsko Commons Room 122, 457-5595
(www.winona.edu/culturaldiversity/)

Disability Resource Center, Maxwell 314, 457-2391
(www.winona.edu/disabilityservices/)

Counseling Center, Wabasha Hall 220, 457-5330
(www.winona.edu/counselingcenter/)

Writing Center, Minné Hall 348, 457-5505 (www.winona.edu/writingcenter/)

GLBTA Advocate, Wabasha Hall 220, 457-5330
(www.winona.edu/counselingcenter/)

Advising and Retention, Maxwell 314, 457-5878 (www.winona.edu/advising/)
Details about Campus Resources

Two good places to help you find resources of all kinds on campus are Student
Support Services and the Inclusion and Diversity Office. Both offices are dedicated
to helping students of all races, ethnicities, economic backgrounds, nationalities, and
sexual orientations. They can facilitate tutoring and point you to a wide range of
resources. Student Support Services is in Krueger Library 219, and they can be
reached at 457-5465. The Inclusion and Diversity Office is in Kryzsko Commons
Room 122, and they can be reached at 457-5595.

If you have a disability, the Disability Resource Center (DRC) can document it for
your professors and facilitate accommodation. Their office is in Maxwell Hall, 3rd
floor, and they can be reached at 457-2391. If you have a documented disability that
requires accommodation, please let me know as soon as possible. If you suspect you
may have a disability, you are encouraged to visit the DRC as soon as possible.

College can be very stressful. The Counseling Center is there to help you with a wide
range of difficulties, ranging from sexual assault, depression, and grief after the loss
of a loved one to stress management, anxiety, general adjustment to college, and
many others. Their office is located in Wabasha Hall 220, and they can be reached at
457-5330.

For help with writing and the development of papers, the English department has a
Writing Center available to students and staffed by trained graduate students pursuing
their Master’s degree in English. The Writing Center is located in Minné Hall 348.
You can make an appointment on the sign-up sheet on the door or call 457-5505.

The GLBTA Advocate is responsible for documenting homophobic incidents on
campus and working with the appropriate channels to get these incidents resolved. In
addition, the advocate can direct people to GLBT resources on campus and in
Winona. Contact the Counseling Center for the name and number of the current
GLBTA Advocate. (Wabasha Hall 220, 457-5330)
D2L: We will utilize D2L for the posting of new articles, course information, and
assignments. I assume you are familiar with D2L but if not we can go over accessing it
briefly in class early in the semester. If the class is interested, we can also offer a D2L
discussion forum where discussion will not generally be required but you might receive
some participation credit but not to substitute for in-class participation and discussion.
This syllabus is subject to change based upon your learning needs, new readings and
resources and WSU academic requirements. If we find a better and/or a more
current article on a particular global issue we will add it to D2L and I will give you
as much notice as possible. I welcome your suggestions for improving your learning
experience, the earlier in the semester, the better.
Course Calendar
M1-11 What is global poverty and development? The reality of global material
poverty, the foundation of critical analysis- people and the environment, the hope of
development, significance of global poverty and development to you, video clips,
global citizenship and poverty and development, other course objectives, syllabus
Objectives: Critical Analysis 1, Global Studies 6
W1-13 The object of development, part one, intro and geography
Readings: until further notice all readings in Chari and Corbridge, ‘Introduction,’ and
Sachs, Mellinger, and Gallup, ‘The Geography of Poverty and Wealth,’ pp. 1-13
Objectives: Critical Analysis 1, Global Studies 5
M1-18 no class MLK Day reflect on MLK and poverty and development via his
mentor Gandhi
W1-20 The object of development part two
Readings: Davis, ‘The Origins of the Third World,’ and McClintock, ‘The Lay of the
Land,’ Pp. 14-4
Due: Analytic memo on your organization/approach and assumptions of global
poverty and development
Objectives: Critical Analysis 1, 2 & 3, Global Studies 5
M1-25 Markets, Empire, Nature, and Difference
Readings: Introduction, Arndt, ‘Economic Development: A Semantic History,’ Smith,
‘Of the Advantages which Europe has Derived…’ pp. 45-63
Objectives: Critical Analysis 1 & 3
W1-27 Markets, Empire, Nature, and Difference, part 2, Frozen River Festival
begins today and ends on Su1-31 go over events relevant to development
Readings: Marx, ‘The British Rule in India,’ Spencer, ‘The Organic Analogy
Reconsidered’ and ‘Societal Typologies,’ Gandhi, ‘Civilisation,’ and ‘What is True
Civilisation?’ pp. 64-82.
Objectives: Critical analysis 1, Global Studies 5
M2-1 Reform, Revolution, and Resistance part 1- development and social change
Readings: Introduction, Keynes, ‘Economic Possibilities for our Grandchildren,’ and
Polanyi, ‘Freedom in a Complex Society, ’ pp 85-103.
Objectives: Critical Analysis 1 & 3, Global Studies 4
W2-3 Reform, Revolution, and Resistance, part 2, development and social change
Readings: Furnival, ‘The Background of Colonial Policy and Practice,’ Gerschenkron,
‘The Impasse,’ Fanon, ‘This is the Voice of Algeria,’ pp. 103-122.
Objectives: Critical Analysis 1 & 3, Global Studies 4 & 5
M2-8 Promethean Visions, part 1
Readings: Introduction, Escobar, ‘The Problematization of Poverty: The Tale of Three
Worlds and Development,’ Rostow, ‘Marxism, Communism and the Stages of Growth,’
Davis, ‘Population Policy and the Future’ pp. 125-166.
Objectives: Critical Analysis 1 & 3, Global Studies 4
W2-10 Promethean Visions, part 2 and challenged!
Readings: Lewis, ‘Economic Development with Unlimited Supplies and Labour,’
Singer, ‘The Distribution of Gains between Investing and Borrowing Countries,’ Nove,
‘Socialism and the Soviet Experience,’ Murphey, ‘Man and Nature in China,’ pp. 167200.
Objectives: Critical Analysis 1 & 3, Global Studies 4 & 5
M2-15 Challenges to the Mainstream, part 1
Readings: Introduction, Baran, ‘The Steep Ascent,’ Wolpe, ‘Capitalism and Cheap
Labour- Power in South Africa: From Segregation to Apartheid,’ Carson, ‘The
Obligation to Endure,’ pp. 201-230.
Objectives: Critical Analysis 1 & 3, Global Studies 4 & 5
W2-17- no class, Assessment Day do what you can to show what you have learned!
M2-22 Challenges to the Mainstream, part 2
Readings: Boserup, ‘The Economics of Polygamy,’ Lipton, ‘What is “Urban Bias”, and
is it to Blame,’ Mangin, ‘Latin American Squatter Settlements: A Problem and a
Solution,’ pp. 231-258.
Objectives: Critical Analysis 1-3, Global Studies 4 & 5
W2-24 The Hubris of Development, part 1
Readings: Introduction, Bauer, ‘Foreign Aid, Forever,’ Lal, ‘The Dirigiste Dogma,’
Williamson, ‘Democracy and the “Washington Consensus”’ pp. 259-304. Bhagwati,
‘Bannned Aid, Why International Assistance Does Not Alleviate Poverty,’ D2L Readings
Objectives: Critical Analysis 1-3, Global Studies 4-6
M3-1 The Hubris of Development, part 2
Readings: Scott, ‘Seeing Like a State: Conclusion,’ Edwards, ‘The Irrelevance of
Development Studies,’ Elson, ‘Male Bias in the Development Process: An Overview,’
Ferguson, ‘The Anti-Politics Machine: “Development” and the Bureaucratic Power in
Lesotho,’ pp. 297-332.
Objectives: Critical Analysis 1-3, Global Studies 4 & 5
W3-3 Institutions, Governance and Participation, part 1
Readings: Introduction, Rodrik, ‘Goodbye Washington, Hello Washington Confusion?’
Mahon, ‘Was Latin America Too Rich to Prosper? Structural and Political Obstacles to
Export-Led Industrial Growth,” Oi, ‘Fiscal Reform and the Economic Foundations of
Local State Corporation in China,” pp. 333-370.
Objectives: Critical Analysis 1-3, Global Studies 4-6
Due: by the end of the week, Mid-Term 5 page paper (including references to
assigned readings)/brief discussion of how our study of global poverty and
development has sharpened your analysis of your organization/approach
F3-5 after last class to Su3-14 Spring Break enjoy and work on your organization
analysis
Over spring break some of you might be interested in:
S3-13 5th Annual Local Food Expo on Saturday, March 13 at the Tau Center, West
Campus.
M3-15 Institutions Governance and Participation, part 2, NGOs vs. the state and
democratic representation
Readings: Heller, ‘Moving the State: The Politics of Democratic Decentralization in
Kerala, South Africa, and Porto Alegre,’ Mamdani, ‘Conclusion: Linking the Urban and
Rural,’ Mosse, ‘”People’s Knowledge”, Participation and Patronage: Operations and
Representations in Rural Development,’ pp. 371-384-394.
Objectives: Critical Analysis 1 & 3, Global Studies 4 & 5
W3-17- Globalisation, Security and Well-Being, part 1, St. Patrick’s Day Reflections
on poverty and development in Ireland
Readings: Introduction, Wolf, ‘The Market Crosses Borders,’ Wade, Is Globalisation
Reducing Poverty and Inequality,’ Dasgupta, ‘Wealth and Well-Being,” pp. 395-431.
Objectives: Critical Analysis 1 & 3, Global Studies 4
M3-22 Globalisation, Security and Well-Being, part 2
Readings: Sen, ‘More than 100 Million Women are Missing,’ Agarwal,
‘Conceptualizing Environmental Collective Action: Why Gender Matters,’ Schoef,
‘AIDS, Gender, and Sexuality during Africa’s Economic Crisis,’ Hirschkind and
Mahmood, ‘Feminism, the Taliban, and Politics of Counter-Insurgency,’ pp. 432-472.
Objectives: Critical Analysis 1 & 3, Global Studies 4 & 5
W3-24 Development in the Twenty-First Century, part 1, microcredit Grameen,
education BRAC
Readings: Introduction, Radelet and Sachs, ‘Asia’s Reemergence,’ Collier, ‘On Missing
the Boat: The Marginalization of the Bottom Billion in the World Economy,’ pp. 473500, Bowler BRAC Dynamic on D2L, ultra poor reading on BRAC website.
Objectives: Critical Analysis 1-3, Global Studies 4-6
M3-29 Development in the Twenty-First Century, part 2, issues with nongovernmental organizations and the state
Readings: Harvey, ‘Consent to Coercion,’ Lee, ‘From the Specter of Mao to the Spirit of
the Law: Labor Insurgency in China,’ Cooper, ‘The Recurrent Crises of the Gatekeeper
State,’ pp. 501-527.
Objectives: Critical Analysis 1 & 3, Global Studies 4 & 5
W3-31 Development in the Twenty-First Century, part 3, farm tour possibilities
Readings: Coronil, ‘Beyond Occidentalism: Toward Nonimperial Geohistorical
Categories,’ Appadurai, ‘Globalization and Violence,’ Dyson, ‘On Development,
Demography and Climate Change: The End of the World as We Know It,’ pp. 528-555.
Objectives: Critical Analysis 1-3, Global Studies 4-6
M4-5 Student #1 & #2 discussion and analysis of development
organization/approach
Objectives: Critical Analysis 1-3, Global Studies 4-6
W4-7 Student # 3 & 4 discussion and analysis of development
organization/approach
Objectives: Critical Analysis 1-3, Global Studies 4-6
M4-12 Student #5 & 6 discussion and analysis of development
organization/approach
Objectives: Critical Analysis 1-3, Global Studies 4-6
W4-14 Student #7 & 8 discussion and analysis of development
organization/approach
Objectives: Critical Analysis 1-3, Global Studies 4-6
M4-19 Student #9 & 10 discussion and analysis of development
organization/approach
Objectives: Critical Analysis 1-3, Global Studies 4-6
W4-21 Student #11 &12 discussion and analysis of development
organization/approach
Objectives: Critical Analysis 1-3, Global Studies 4-6
M4-26 Student #13 &14 discussion and analysis of development
organization/approach
Objectives: Critical Analysis 1-3, Global Studies 4-6
W4-28 Final working class and discussion and papers and critical analysis
Objectives: Critical Analysis 1-3, Global Studies 4-6
W5-5 10:30 a.m.-12:30 p.m. Final Exam for classes scheduled for --- 2:00 MWF Final
Session
Objectives: Critical Analysis 1-3, Global Studies 4-6
Deadline: Revised final paper and discussion, final critical analysis observations on
your learning related to your organization/approach to global poverty and
sustainable development.