POS306 01: The Politics of Development in the Global South1
Spring 2015
Mondays & Wednesdays, 2:00 – 3:15 p.m.
AUD606
Professor: Philip Hultquist, Ph.D.
Email: phultquist@roosevelt.edu
Office Hours: TU 1:00-4:00
Office: AUD 845
Or by appointment
Phone: 312-341-2117
Course Description:
This course investigates the remarkable variation in economic, social, and political development in
post-colonial countries (often termed 3rd World, Developing, Global South). We begin with a
holistic, conceptual approach to development and describing what underdevelopment is like for
individuals, families, and communities. We move on to address our primary question: Why are
some countries rich and others poor? Using institutional analysis (as well as the main alternatives),
we will cover the historical origins of global inequality, especially in Europe. Looking outside of
Europe, we will examine the different ways that colonization transformed pre-colonial societies.
Using a state-centered approach, we will examine the different routes that these new post-colonial
states took to advance their situation, what led to these choices, and what the results were. We then
examine particular issues in development, like the role of gender or the effects of development on
public health. We end by critically discussing the various ways outside actors have sought to
enhance development, alleviate absolute poverty, and improve global public health. As social
scientists, we seek general explanations for a variety of development outcomes, but are also
interested in how individual cases fit, challenge, and help us refine those explanations. To that end,
this course supplements a broad view, covering many countries as once, with four in-depth case
studies—Brazil, India, Nigeria, and South Korea. Students will contribute to this goal as well by
researching their own cases and reporting back to the class.
Student Learning Objectives:2
Students will be able to demonstrate factual knowledge of the general history of development, as
well as specific countries (i.e., course case studies and student’s case studies), through description
and identification on exams.3
Students will be able to demonstrate conceptual knowledge of class material (including theory)
through definition, description and identification on exams.3
Students will be able to demonstrate conceptual understanding by applying concepts and theories
to familiar and new cases on exams and through short case study papers.4
Students will be able to demonstrate critical thinking and the ability to analyze on exams, case
study papers, and their advocacy project.5
Students will be able to demonstrate oral communication skills by presenting their advocacy
project findings to the class.6
1
The instructor reserves the right to revise/update the syllabus at his discretion. Students will always be notified of any
and all changes.
2
Based on the revised version of Bloom’s taxonomy.
3
“Remember” and “Understand” from the revised version of Bloom’s taxonomy.
4
“Apply” from the revised version of Bloom’s taxonomy.
5
“Analyze” from the revised version of Bloom’s taxonomy.
6
“Understand” from the revised version of Bloom’s taxonomy.
1
Students will be able to demonstrate awareness of social justice and engagement in civic life
during in-class discussions and/or papers concerning questions of justice in the politics of
development, such as: injustice of poverty, distributional issues with economic development, and
the unjust legacies of colonization.6
Readings and Resources:
Required: Acemoglu, Daron and James Robinson. 2012. Why Nations Fail: The Origins of
Power, Prosperity, and Poverty. New York: Crown Business.
(Noted as A/R in the reading schedule below.)
Required: Kohli, Atul. 2004. State-Directed Development: Political Power and
Industrialization in the Global Periphery. Cambridge, MA: Cambridge University Press.
(Noted as Kohli in the reading schedule below.)
There will occasionally be required reading from additional sources. They will be posted on
the course Blackboard page and noted in the schedule below with the indicator: (BB). The
website for Blackboard is: http://roosevelt.blackboard.com/webapps/login/. If you need help
logging in, please see me ASAP.
Student Responsibilities:
Attendance. Students are expected to attend all lectures. Your attendance is factored into your
participation grade. Beyond the participation grade, if you miss more than 14 class periods, you
CANNOT pass the class.
Participation. Students are expected and encouraged to join discussion during class. Your
participation and classroom etiquette will be graded.
Reading. Each student is expected to complete assigned readings BEFORE its corresponding
lecture.
Current Events. Students are expected to keep up on current events related to international news.
Communication. According to university policy, students are responsible for communications to
their Roosevelt e-mail address.
Basic Policies:
Intellectual Honesty. Intellectual honesty is essential to our purpose. Plagiarism, in any form, is
grounds for automatic failure in the course and further disciplinary measures by the University. At
the very least, the student will not be allowed to withdraw from the course and I will submit a
formal notification of the incident to your major department chair, college dean, and the
University’s Assistant V. P. for Student Services. The instructor will overview common issues with
plagiarism and how to avoid them before the first writing assignment. However, you are always
welcome to consult with the instructor if you have any questions about what constitutes plagiarism.
See also: The University’s plagiarism policy (http://www.roosevelt.edu/plagiarism) and
http://www.plagiarism.org for more information.
Make-up Policy. If a student has a University-approved excuse for missing an examination AND if
the instructor is notified PRIOR to the examination, arrangements for a make-up examination will
be made. This policy is for exams only.
Disability: If you have a disability or other condition that requires special accommodation,
you are encouraged to contact the Office of Disability Services in the Academic Success
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Center at the start of the term. Location: AUD 128, phone: 312-341-3810; web:
http://www.roosevelt.edu/dss/default.htm. Students who are requesting special
accommodations must contact the ASC within the first two weeks of the semester.
Completion. Grades of incomplete (I) will only be given in extraordinary circumstances.
Presentation Preparedness. Students who are absent or are unprepared for the presentation will be
docked 50% of that presentation grade and must be made up in the following class period.
Classroom Etiquette. Basic professional adult behavior norms apply. I expect students to be
respectful of the class by paying attention to their instructor and their classmates and by
facilitating an open arena for debate about many topics. I also want to reinforce norms of
professional behavior that if conformed to will serve the students well beyond their
academic career. To that end, students will not use distracting electronic devices, such as
cell phones or tablets. (Yes, I can tell when you are texting.) If you are using a tablet
version of the book, please let me know, so I know you are using your laptop or tablet
legitimately.
Withdrawals: Prior to and including the first week of the fall or spring semester sessions, students
may drop one or more courses with no record of the class appearing on the transcript. In weeks two
through ten of the fall or spring semester, students may complete a Change in Registration form in
person or by fax. The form is found on the web at http://www.roosevelt.edu/registrar/forms. Online
withdrawals after the semester has begun are not an option. The course will be recorded on the
transcript with the notation of "W" indicating that the student withdrew.
The deadline for withdrawing from this course is March 19th. This means all forms must be
submitted no later than this date. University policy has recently changed, whereby students will
only be able to request a withdrawal after the official withdrawal date if they have extenuating
circumstances that can be documented, e.g., personal illness, illness of close family member, etc.
Simply “missing” the withdrawal date is not an acceptable reason for the registrar to grant a late
withdrawal request. The reason should also be non-academic.
Withdrawing from courses may have serious consequences for academic progress towards the
degree, for financial aid eligibility, for repayment of refunds, visa requirements (for international
students), and eligibility for competition (for student athletes). Students should consult carefully
with their instructors and academic advisors and must meet with a financial aid advisor before
withdrawing from classes after the semester has begun. Tuition Refund Schedule and Withdrawal
deadlines are published for each semester and for summer session on the Important Dates page of
the website at http://www.roosevelt.edu/registrar/ImportantDates
Crisis Policy. If you are experiencing difficulties with your health, personal life or any other
crisis that is affecting your ability to come to class and complete the work, it is imperative
that you alert the instructor as soon as possible. The best path is to see someone at
Roosevelt’s counseling center, who (with your permission) can then alert all your professors
that you are having trouble.
University Policy on Absence to Observe Religious Holidays: Roosevelt University respects the
rights of students to observe major religious holidays and will make accommodations, upon request,
for such observances. Students who wish to observe religious holidays must inform their instructors
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in writing within the first two weeks of the semester of their intent to observe the holiday so that
alternative arrangements convenient to both students and faculty can be made at the earliest
opportunity. See the student handbook for further details.
Course Work and Grading:
Students will be evaluated on their understanding of the class material using the following grading
system:
Participation/Etiquette
Short papers (2)
Advocacy project
Midterm exam
Final exam
15%
30
15
20
20
100%
Participation/Etiquette (15%): Students are expected to be present in all classes and participate in
class discussion with thoughtful comments and questions that are on topic. After selecting their
cases, students are expected to contribute to class discussions with relevant information about their
countries.
Good classroom etiquette entails being respectful of your instructor, classmates, and whoever is
paying your tuition by showing up to class on time, being prepared by completing the reading, and
participating in class as if you find the subject matter interesting (note: pretending is okay). This
means listening to the lecture, not looking at your cellphone, contributing thoughtfully, and always
being respectful of others’ opinions. To do any of the above, you must be present in class
consistently.
Classes
missed
0-2
3
4
5
6
7
50
40
30
20
10
0
F-
60 70 80 90 100
50 60 70 80 90
40 50 60 70 80
30 40 50 60 70
20 30 40 50 60
10 20 30 40 50
D
C
B- B+ A
Participation / Etiquette
Participation rubric:
A: Student consistently contributes with thoughtful comments/questions that demonstrate he/she has
engaged the reading or other material (e.g., current events); consistently demonstrates appropriate
etiquette.
B+: Student occasionally contributes with thoughtful comments/questions that demonstrate he/she
has engaged the reading or other material (e.g., current events); consistently demonstrates
appropriate etiquette.
B-: Student occasionally contributes with comments/questions that demonstrate he/she has engaged
the reading or other material (e.g., current events); occasionally violates appropriate etiquette.
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C: Student does not contribute or occasionally participates in distracting or counterproductive ways;
consistently demonstrates appropriate etiquette otherwise.
D: Student does not contribute or participates in distracting or counterproductive ways; frequent
violations of classroom etiquette.
F-: Student does not contribute or participates in distracting or counterproductive ways; continues
frequent violations of classroom etiquette after warnings.
Exams (2 @ 20% each): The reading and lecture schedule lists the exam dates for the midterm and
final. Exams are comprised of short answer and short essay. They will require students to recall,
understand, and apply factual, theoretical, and conceptual material from the lecture and the book.
The final is not explicitly comprehensive, but the material from the second half builds on the first.
Short Papers (2 at 15% each): Students will write a 2-part series of short papers (approximately 3
pages) on a country’s experience with development. The first paper will introduce the country and
apply the course material to that country—e.g., what political institutional arrangement is found in
that country and how has it changed over time? The second part revises the first and compares the
selected country with one of the course’s four case studies (Brazil, India, Nigeria, South Korea).
Students’ cases will be chosen using the comparative method (specifically, Mill’s method of
difference/most similar systems), which we will discuss in detail ahead of time.
Advocacy Project (15%): The advocacy project involves writing a short paper arguing in favor of
the NGO/charity/development project that their research shows is best suited to help reduce
poverty, promote development, or enhance public health. The student will also present their
findings to the class. Afterward, the class will vote on the most effective project and the winning
development organization will receive a donation (from the professor’s humble salary).
Grading Scale.7 The following scale will determine final grades. Grades are calculated from the
raw scores (“points”) earned by the student. It rounds up only when the percentage ends in .9 or
higher.
93 – 100%: A
90 – 92.9%: A-
87 – 89.9%: B+
83 – 86.9%: B
80 – 82.9%: B-
77 – 79.9%: C+
73 – 76.9%: C
70 – 72.9%: C-
67 – 69.9%: D+
60 – 66.9%: D
0 – 59.9%: F
All class announcements and changes to the reading schedule will be given during regularly
scheduled class time. Regular attendance will ensure you are up to date with the reading schedule.
LECTURES, READINGS, and ACTIVITIES
Date
Introduction / syllabus overview
Development game
M
1/12 Listen: This American Life: The Invention of Money
http://www.thisamericanlife.org/radio-archives/episode/423/the-invention-ofmoney
W 1/14
Understanding Underdevelopment
Describing underdevelopment and the Millennium Development Goals (MDGs)
Sachs, Jeffrey. 2013. “From Millennium Development Goals to Sustainable
7
How these grades relate to your GPA are noted in the appendix.
5
Development Goals” (BB)
Modernization theory and the stages of growth
Rostow, W.W. 1960 “The Five Stages of Growth” from The Stages of Growth: A
Non-Communist Manifesto. Cambridge, MA: Cambridge University Press. (BB)
M
1/19 Dr. Martin Luther King, Jr. Day: No class
The Concept of Development and Underdevelopment
What is development? And why should we care?
W 1/21
Sen, Amartya. 1999. “The Means and Ends of Development” from Development as
Freedom. New York: Oxford University Press.
Causes of the Development Gap:
Political institutions, prosperity, and poverty
M
1/26
A/R: Chapter 3: “The Making of Prosperity and Poverty”
Causes of the Development Gap:
Where did early prosperity come from?
W 1/28
A/R: Chapter 7: “The Turning Point”
Causes of the Development Gap:
Industrialization as a critical juncture
M
2/2
A/R: Chapter 8: “Not on our Turf: The Barriers to Development”
Causes of the Development Gap:
Industrialization as a critical juncture
W
2/4
A/R: Chapter 8: “Not on our Turf: The Barriers to Development”
Causes of the Development Gap:
Colonization and Legacy
A/R: Chapter 9: “Reversing Development”
M
2/9
Dependency theory and the capitalist system
Gunder Frank, Andre. 1966. “The Development of Underdevelopment”
W 2/11
Late Development Strategies:
Liberal strategies and comparative advantage
Fridell, Gavin. 2009. “Free Trade and Fair Trade” in Haslem, Schafer, and Beaudet
6
eds. Introduction to International Development
Beaudet, Pierre. 2009. “Globalization and Development” in Haslem, Schafer, and
Beaudet eds. Introduction to International Development
Late Industrialization:
States, industrialization, and the developmental state; S. Korea part 1
M
2/16
Kohli: “Introduction: States and Industrialization in the Global Periphery”
Kohli: Chapter 1: “The Colonial Origins of a Modern Political Economy – The
Japanese Lineage of Korea’s Cohesive-Capitalist State”
W 2/18
M
NO CLASS: Professor presenting at International Studies Association in New
Orleans.
Late Industrialization:
South Korea, part 2
Kohli: Chapter 2: “The Rhee Interregnum: Saving South Korea for Cohesive
2/23 Capitalism”
Kohli: Chapter 3: “A Cohesive-Capitalist State Re-imposed: Park Chung Hee and
Rapid Industrialization”
Late Industrialization:
Brazil, part 1
Kohli: Chapter 4: “Invited Dependency: Fragmented State and Foreign Resources in
W 2/25 Brazil’s Early Industrialization”
Short Paper #1 Due: Use TurnItIn feature on Blackboard. You can find the link in
the assignments folder.
Late Industrialization:
Brazil, part 2
M
3/2
W
3/4 MIDTERM
M
3/9 SPRING BREAK: No class
W 3/11
Kohli: Chapter 5: “Grow Now, Pay Later: State and Indebted Industrialization in
Modern Brazil”
SPRING BREAK: No class
7
Late Industrialization:
India, part 1
M
3/16
Kohli: Chapter 6: “Origins of a Fragmented-Multiclass State and a Sluggish
Economy: Colonial India”
Late Industrialization:
India, part 2
W 3/18 Kohli: Chapter 7: “India’s Fragmented-Multiclass State and Protected
Industrialization”
NOTE: The last day to withdraw for a W grade is tomorrow, March 19th.
Late Industrialization:
Nigeria, part 1 – Resource curse and rent-seeking
M
3/23
Kohli: Chapter 8: “Colonial Nigeria: Origins of a Neopatrimonial State and a
Commodity-Exporting Economy”
Late Industrialization:
Nigeria, part 2 – Resource curse and rent-seeking
W 3/25
Kohli: Chapter 9: “Sovereign Nigeria: Neopatrimonialism and Failure of
Industrialization”
Late Industrialization:
The State, political institutions, and change
M
3/30
Kohli. “Conclusion: Understanding States and State Intervention n the Global
Periphery”
A/R: pp. 398-427.
Rural Development and Underdevelopment:
Agrarian structure, reform, and rural poverty
W
4/1
Handelman, Howard. “Rural and Urban Poverty” in The Challenge of Third World
Development (first half of chapter, read to p. 191 – Rapid Urbanization)
Ramisch, Joshua. 2009. “Rural Development”
Urban Development and Underdevelopment:
Urban poor and education
M
4/6 Handelman, Howard. “Rural and Urban Poverty” in The Challenge of Third World
Development (second half of chapter, start at p 191 – Rapid Urbanization)
Short Paper #2 Due: Use TurnItIn feature on Blackboard.
8
Gender and Development:
W
Martinez, Andrea. 2009. “Gender and Development: Issues and Struggles of Third
4/8 World Women”
Sen, Amrtya. 1999. “Gender Inequality and Missing Women” from Development as
Freedom. New York: Oxford University Press.
Development and Health:
M
4/13 Schrecker, Ted. 2009. “Development and Health” in Haslem, Schafer, and Beaudet
eds. Introduction to International Development
Development Projects, part 1: Foreign Aid
W 4/15 Brown, Stephen. 2009. “National Development Agencies and Bilateral Aid” in
Haslem, Schafer, and Beaudet eds. Introduction to International Development
Development Projects, part 2:
M
4/20
STUDENT PRESENTATIONS
Recap and Review:
W 4/22
A/R: Chapter 15: “Understanding Peace and Prosperity”
W 4/29
FINAL EXAM: Same Room
9:30PM – NOON
T
5/12 Grades available
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Appendix.
II. Quality Point Values Assigned to Grades
Grade
Quality Points
4.00
A
3.67
A3.33
B+
3.00
B
2.67
B2.33
C+
2.00
C
1.67
C1.33
D+
1.00
D
0.67
D0
F
I
0
IP
0
AU
0
W
0
10