Global Development Studies at Grinnell College

Prepared by Monty RoperAssociate Professor of AnthropologyChair, Global Development Studies

ACM Workshop on Teaching International DevelopmentJanuary 13 and 14, 2011

Chicago IL

Overview. Grinnell College offers a concentration (like an interdisciplinary minor) in global development studies. For the last ten years, I have taught the introductory course and the senior seminar for the concentration. The concentration and the introductory course were developed by a group of faculty from a range of disciplines (primarily biology, anthropology, economics, and political science). Over the last ten years, we have met in workshops a number of times to review the contents of the introductory course and the structure of the concentration. I have also participated in Mellon and ACM funded workshops focused on teaching development-related course and program structure.

TABLE OF CONTENTSIncluded in this packet are the following materials

Materials Related to The GDS Concentration. Includes description, requirements, & course offerings

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Materials related to a number of core courses in the concentrationIntro to GDS (syllabus, paper assignment, final project, study guide) P. 5GDS Seminar Version 1 – Globalization and Development (syllabus) P. 23GDS Seminar Version 2 – Sustainable Development in the Modern World System (syllabus and sample debate assignment)

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GDS Seminar Version 3 – Grassroots Rural Development (syllabus) P. 39GDS Seminar Version 4 – Sustainable Development in Costa Rica (end of course self-evaluation)

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GDS Seminar Version 4, 2nd Round – Sustainable Development in Costa Rica (partial syllabus and research plan for Costa Rica visit)

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GDS Mid-level course taught as part of Grinnell-in-Washington Program, US Aid for Developing Countries (syllabus and position paper options)

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Materials related to two other courses that I teach with core development contentTutorial, Degradation and Development in Tropical Forests (syllabus) P. 61Anthropology offering with development core, Cultural and Political Ecology (syllabus)

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Materials related to the 2008 Grinnell College Workshop, Re-envisoning the GDS concentration (workshop report, suggested readings by participants)

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THE GDS CONCENTRATION

IntroductionGlobal Development Studies is an interdisciplinary concentration that can be designed to fit your interests. The interdisciplinary character of this concentration introduces students to diverse perspectives on processes of change in the so-called "third world."

Courses in the social sciences and humanities permit concentrators to learn about Western and non-Western conceptions of change and the meaning of development.

The requirement in environment and development ensures that concentrators will become conversant in the environmental and technological implications of economic change and the alternative offered by strategies of sustainable development.

In addition to completing the required course work, concentrators must participate in either an internship or independent research project. Students planning to study or complete internships abroad are expected to undertake appropriate language study. A statistics course is also recommended.

Mission and GoalsDeveopment is an effort to create positive change to enhance people’s lives. It is a concept whose meanings and goals are hotly debated. Nonetheless, two ideas promoted by the United Nations Development Program guide the GDS concentration: sustainable development and human development. Sustainable development explicitly recognizes the constraints imposed by the natural environment by calling for development that meets the needs of the present without decreasing the ability of future generations to meet their needs. Human development links development and human rights by regarding development as the expansion of human freedoms. Under this approach, income, education, and health are all viewed as keys to expand human capabilities.

The GDS concentration focuses on these processes in the world’s developing countries. Furthermore, it is founded on the principle that understanding development requires work in more than one discipline and meaningful dialogue between the disciplines.The mission of the GDS concentration is to provide students with the following:

Critical understanding of the concept of development, as well as the core theories, actors, and issues in development. In particular, all students should have an understanding of the interactions between the natural environment and development.

Recognition that there are different sides to debates on the nature of development and underdevelopment.

Recognition that there are different disciplinary methods, concepts, and theories concerning development that commonly underlie debates.

Recognition that different arguments are affected by development experience and standing (e.g. national, ethnic, gender).

Ability to ask key questions for solving problems in development issues. Hands-on experience working in or with a developing country or with an organization that does such

work. Knowledge of a developing region of the world and alternative worldviews.

Concentration Requirements: Required, 22 or 24 credits as follows:1. Global Development Studies 111 Introduction to Global Development Studies2. Regional Focus, one four–credit course required, chosen from the following:

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Anthropology 242 African Cultures Anthropology 246 Peoples of the Middle East Anthropology 257 Latin American Cultures Chinese 277 Modern China through Literature and Film (in Translation) English 225 Introduction to Postcolonial Literatures English 360 Seminar in Postcolonial Literature French 342 Orientalism Revisited History 201 Colonial Latin America History 202 Modern Latin America History 204 Radical Movements in 20th-Century Latin America History 261 Southern Africa Chinese history courses as approved by the concentration Latin American Studies 111 Introduction to Latin American Studies Political Science 261 State and Society in Latin America Political Science 262 African Politics Political Science 275 Politics of the People’s Republic of China Religious Studies 117 Major Asian Religions Religious Studies 220 The Traditions of Islam Religious Studies 222 Religious Traditions of China Spanish 315 Creativity and Dissidence in Modern Latin America Spanish 377 Modernization and Innovation in Contemporary Latin America Spanish 383 The Latin American Colonial World

3. Macro Context, one four-credit course required, chosen from the following: Anthropology 238 Cultural and Political Ecology Economics 230 Economic Development Economics 233 International Economics Economics 240 Resource and Environmental Economics Political Science 251 International Political Economy Sociology 220 Sociology of Global Development

4. Environment and Development, one four-credit course required, chosen from the following: Anthropology 238 Cultural and Political Ecology §Biology 150 Introduction to Biological Inquiry Biology 220 Biotechnology and Its Social Impact Biology 340 Aquatic Biology Biology 368 Ecology Economics 240 Resource and Environmental Economics Environmental Studies 145 Nations and the Global Environment §Environmental Studies 395 Advanced Special Topics §Environmental Studies 495 Senior Seminar Global Development Studies 251 Water, Development, and the Environment Technology 154 Evolution of Technology§Varying content requires the approval of the concentration

committee.5. Senior Seminar, one four-credit course required, chosen from the following:

Economics 372 Seminar in Economic Development Economics 374 Seminar in International Trade Economics 375 Seminar in International Finance Global Development Studies 346 Sustainable Development in the Modern World System Political Science 350 International Politics of Land and Sea Resources Political Science 354 Political Economy of Developing Countries Political Science 357 Diffusion of Democracy

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§Sociology 390 Advanced Studies in Sociology§Varying content requires the approval of the concentration committee. NOTE: Courses not taken as senior seminar may be taken to meet the distribution requirements of Nos. 3 or 4, depending on appropriateness.

6. Additional Course Requirements (two or four credits) Two credits in an approved 300-level internship in development, strongly recommended

or Four credits in an approved 397 independent project or 499 Mentored Advanced Project (MAP)

Other Requirements1. Students must complete GDS 111 before taking the senior seminar or undertaking the internship or

independent study.2. No course can be counted toward more than one concentration requirement.3. Student selections must include one course in economics and one in either anthropology, political

science, or sociology.4. Concentrators planning to participate in internships and study-abroad programs are expected to

undertake foreign language study if the target language is offered at Grinnell through either formal departments or the Alternative Language Study Option Program. Concentrators are required to review their plans for foreign language study with their GDS adviser.

5. Students may count toward the concentration only up to eight credits from any single department, and up to 12 credits from GDS denominated courses.

6. A statistics course is also recommended.

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INTRO TO GDS SYLLABUS AND RELATED MATERIALS

GDS 111.01Introduction to Global Development Studies

Spring 2010

Lecture: MWF 9-9:50 Professor: Monty RoperScie 1302 204 Goodnow Hall

Office phone: 269-3017 e-mail: roperjm@grinnell.edu

Office Hours: M/W/F 10-11 and 3:15-4:15 (I will also usually be available untill 5:00, unless I have another meeting or am attending a talk. During office hours, you are welcome to stop by without an appointment. During non-office hours, you are also welcome to stop by, but I will often be occupied and unable to meet. I will be happy, however, to schedule appointments during non-office hours. If you are having problems with course materials for any reason, I strongly encourage you to come see me. Accommodations for students with disabilities: Any student eligible for and needing academic adjustments or accommodations because of a documented disability is requested to speak with the professor no later than Mon Feb 22. You will need to provide documentation of your disability to the Associate Dean and Director of Academic Advising, Joyce Stern.

Course Description and GoalsThis course adopts an interdisciplinary approach to the analysis of contemporary issues in the development of “less-developed” or “developing” countries. Following a discussion of what it is exactly that development is supposed to be fixing or making better, we will review the leading theories of economic, political and social change that have been adopted by anthropologists, economists, political scientists, and others over the past fifty years. We will consider how these theories have shaped past and current debate on the definition and goals of the development process. We will compare and contrast the approaches adopted by international institutions (such as the World Bank and International Monetary Fund) and alternative development organizations such as non-government organizations, as well as rural communities themselves. We will also examine how, why and under what circumstances development efforts have excluded or disadvantaged certain social actors and degraded the natural environment, and how these impacts have affected development discourse and practice. Finally, our discussions of the practice of development will also encompass case studies of development projects. In the final section of the course, we will evaluate a controversial development project - the construction of the Sardar Sarovar Dam in Central India - through a role-playing exercise. Course ReadingsAll readings for the course will be made available on the course Pioneer-Web site, or made available through the library.

Course Requirements1. Examinations: (25% each) There will be two exams, equally weighted. The exams will include multiple choice, short answer, and essay questions.2. Country Development Report: (15%) Each student will produce a report on the major development challenges facing a particular country or region of the world (approx 5 pages) Due Fri Feb 19 th.4. Sardar Sarovar Project: (20% total: 10% paper, 10% presentation). Over the last three weeks of the course, we will focus on the controversial Sardar Sarovar Dam Project in India. We will examine the range of social actors that come into play in such mega-development projects and the contests that take place between them

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through a role-playing exercise. This will culminate in a set of public presentations during the final exam slot. Each group will prepare a collective final paper.5. Campus colloquium summaries: (5% total): Every semester, there are a number of talks on campus that address issues related to the many themes of the course. You will be required to attend at least two colloquium related to development issues. You will provide a brief written summary on the event, answering questions provided on an assignment sheet available on the course PWeb page. You should also be prepared to discuss the event with the class. I will keep a list of possible events on the PWeb page and regularly inform the class when these occur. If you hear of interesting events, you should share the information with the class and me.6. Participation: (10% total) This class will involve considerable discussion and debate and your participation is expected. In general, "participation" means speaking up and making yourself noticed in positive and intelligent ways. Recognize that "participation" can include many kinds of contributions: asking questions in class, contributing to class discussions, coming to see the professor during office hours with questions or comments, sending the professor emails about interesting news stories or articles, and so forth. You will also be required to participate in various in-class activities that will count toward the participation grade. On occasion, I will also provide opportunities to research information for the benefit of the class and/or present information in class. You should be sure to keep up with the readings and come to class prepared to answer questions, ask questions, and engage in discussion of materials. If you attend class consistently (zero or very few absences) and participate frequently, while making significant contributions to everyone's learning experience, you can expect to get a 10 out of 10 for participation. If you show up to every class but never say anything, you can expect to receive a 7 out of 10. If you miss many classes, and then make little or no effort to participate, you should expect to get a very low participation score.7. Attendance: Attendance is expected and I will pass around sign-in sheet nearly every day. Any exam or in-class activity that is missed because of an unexcused absence will receive a zero. An excused absence is given only through prior permission of the instructor, and for medical reasons or family emergencies. In the latter two cases, notice must be provided through either the health center or academic affairs. The class begins at 9:00 am based on the clock in the classroom. Please do not be late as this is disruptive to the class. If you do come late, it is your responsibility to make sure that you have signed the attendance sheet. Each unexcused absence will result in the automatic loss of 2.5% of the participation grade.

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Course Outline(NOTE: Many readings and some topics are tentative and may be altered over the course of the semester.)

I. THE PROBLEM AND ITS MEASUREMENT Mon Jan 25: Course Introduction. What is the problem? Experiencing Underdevelopment. NPR’s Six “Portraits of Poverty” http://www.npr.org/templates/story/story.php?storyId=5627611 Martin Luther King’s World House essay http://www.theworldhouse.org/whessay.pdf

Wed Jan 27: Measuring “Development”, and the State of the World (Human Development, Freedom, and the MDGs) Andy Story, “Measuring Development” In, G. McCann and S. McCloskey (eds) 2003 From the Local to the

Global: Key Issues in Development Studies. London: Pluto Press CH 1 to 1990 HDR (Concept and Measurement of Human Development)

http://hdr.undp.org/en/media/hdr_1990_ch11.pdf Millenium Development Goals (Check out the website: http://www.un.org/millenniumgoals/bkgd.shtml)

and view goals on the right side. Millenium Development Goals Progress Chart:

http://www.un.org/millenniumgoals/2008highlevel/pdf/newsroom/MDG_Report_2008_Progress_Chart_en_r8.pdf

II. HOW DID WE GET HERE? (WHY ISN’T EVERYONE “DEVELOPED”)

Fri Jan 29: Classic Theories of underdevelopment: modernization, dependency, and Marxism. McKay, John "Reassessing Deveopment Theory: Modernization and Beyond." W.W. Rostow, "The stages of Economic Growth: A Non-Communist Manifesto” A.G. Frank, "The Development of Underdevelopment" L.E. Harrison, “Underdevelopment is a State of Mind”

Mon Feb 1-Wed Feb 3: Historical view: emergence of inequality and the colonial encounterA. The Long Historical View Jared Diamond 1999 Guns, Germs, and Steel: The Fates of Human Societies. NY: W.W. Norton &

Company. Marvin Harris, “Life without Chiefs”B. The Colonial Encounter F. Lappé and J. Collins, "Why Can't People Feed Themselves" Eric Wolf 1997 Europe and the People Without History. Berkeley: University of California Press.

Fri Feb 5: Historical view: from Colonialism to Nationalism and Independence John Isbister, Promises Not Kept Chapter 5 (Nationalism and Independence)

WHAT’S TO BE DONE? DEBATES ON THEORY AND PRACTICE

A. Neoliberalism and the Bretton Woods Institutions

Mon Feb 8 The Debt Crises and the rise of Neoliberalism. John Williamson. “What Washington Means by Policy Reform” (Note: I am likely to find a different article to replace this one)

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Video: Commanding Heights

Wed Feb 10 The Washington Consensus, IMF, and World BankThe WB

World Bank in Historical Perspective 10 Things you Never Knew about the World Bank World Bank Group BrochureThe IMF IMF Interactive Stories IMF at a Glance

Fri Feb 12 TNCs and the WTO Rhys Jenkins “Theoretical Perspectives on Transnational Corporations” Carlye Adler “Can Corporations Save the World” The WTO in Brief (brochure) 10 Benefits of the WTO

B. Challenging the Consensus: Is 50 Years Enough?

Mon Feb 15 Washington Consensus or Washington Confusion The Cartel of Good Intentions, William Easterly Washington Consensus or Washington Confusion, Moises Naim. The Post Washington Consensus Consensus, J.E. Stiglitz

Wed Feb 17 Another World is Possible! (Or at least Desireable?) The Failure of Bretton Woods, David Korten GATT, NAFTA, and the Subversion of the Democratic Process 50 Years Was Enough

DUE IN CLASS FRI FEB 19: COUNTRY REPORT

Fri Feb 19 wrapping up the consensus (or I’m so Confused, I think I’m Getting a Headache)

C. Additional Challenges and Alternatives to the “Consensus”

Mon Feb 22: Can WE really solve this – Optimists and Pessimists on the Role of Aid Jeffrey Sachs 2008 Common Wealth: Economics for a Crowded Planet. William Easterly 2001 The Elusive Quest for Growth: Economists’ Adventures and Misadventures in

the Tropics

Wed Feb 24: Sustainable Development (?) to the Rescue! Introduction to World Commission on Environment and Development, Our Common Future. Robert Solow, "Sustainability: An Economist's Perspective", (In Dorfman and Dorfman, Economics of

the Environment)

Fri Feb 26 – Mon March 1: Development as Freedom Amartya Sen “Ch1 I: The Perspective of Freedom,” from 1999 “Development as Freedom”,

“Introduction” V Navarro 2000 Development and Quality of Life: A Critique of Amartya Sen's Development As

Freedom

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Wed Mar 3: Development and Human Rights Overview to 2000 HDR (Human Rights and Human Development – For Freedom and Solidarity).

http://hdr.undp.org/en/media/hdr_2000_ch0.pdf Wilson, Richard A. and Jon P. Mitchell 2003 Introduction: The Social Life of Rights. In R. A. Wilson

and J.P. Mitchell (eds), Human Rights in Global Perspective: Anthropological Studies of Rights, Claims and Entitlements. NY: Routledge.

Ann-Belinda S. Preis 2004 Human Rights as Cultural Practice: an Anthropological Critique. In. S. Schech and J. Haggis, Development: A Cultural Studies Reader. Malden, MA: Blackwell publishing.

Fri March 5 - EXAM 1

Mon March 8 – Wed March 10 Local Knowledge and Grassroots Development Norman Uphoff, “Fitting Projects to People” (In M. Cernea, Putting People First) Kleymeyer, “Cultural Energy and Grassroots Development” Cultural Survival Quarterly vol. 11.1 (1987) “Grassroots Development.”

http://209.200.101.189/publications/csq/index.cfm?id=11.1 D. Stiles, "Classical Versus Grassroots Development" J. Clay "Editorial: Grassroots Development - More Sunshine and Rain, Less Seed. T. Macdonald. “Grassroots Development: Not Just Organic Farming and Good Faith”

Fri March 12 Participatory Development Stan Burkey, People First Waking up to Power, Conflit and Process

Mon March 15: NGOs Bebbington, “NGOs: Mediators of Sustainability/Intermediaries in Transition” (In Blauert and Zadek,

Mediating Sustainability)

Wed March 17 Development Discourse and the Shaping of the “Third World” Arturo Escobar 1995 Encountering Development. Princeton University Press.

Fri March 19 Catch Up Day

Spring Break March 20 – April 4

IV. (MORE) MAJOR ISSUES IN DEVELOPMENT (AND MORE ALTERNATIVES)

Mon April 5 Credit and Capital Hernando de Soto: The Mystery of Capital: Why Capitalism Triumphs in the West and Fails Everywhere

Else Muhammad Yunus, “The Grameen Bank” (In Scientific American Nov. 1999 Pp.114-119) Muhammad Yunus, 2006 Nobel Prize Lecture.

http://nobelprize.org/nobel_prizes/peace/laureates/2006/yunus-lecture-en.html

Wed April 7 Gender and Development Lockwood, “The Impact of Development on Women: The Interplay of Material Conditions and Gender

Ideology.” (In Brettell and Sargent, Gender in Cross-Cultural Perspective) J. Hunt, “Gender and Development.” In D. Kingsbury et al. Key Issues in Development.

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J. Black, “Development and the Gender Gap” In Development in Theory and Practice. M. Leonard, “Women and Development: Examining Gender issues in Developing Countries.” In G.

McCann and S. McCloskey, From the Local to the Global: Key Issues in Development Studies.

Fri April 9 - Mon April 19: The Millenium Development Goals (Rosenfield Symposium) Readings and Issues TBA Millennium Development Goals, UN 2009 The Millenium Development Goals Report

http://www.un.org/millenniumgoals/pdf/MDG_Report_2009_ENG.pdf

(anticipated) MDG Focus on Health Amartya Sen “Economic Progress and Health” 2001 WHO on Health and Sustainable Development. Population and Development Review 27(2): 395-400. Johanna McGeary, “Death Stalks a Continent” (In Time, February 12, 2001) Uganda’s HIV Prevention Success: The Role of Sexual Behavior Change and the National Response 2001 On the Socioeconomic Impact of HIV/AIDS Epidemic. Population and Development Review 27 (3):

6719-624.

(anticipated) MDG Focus on Education Paulo Freire approach (Pedagogy of the Oppressed, and Education for Critical Consciousness) - TBA S. McClosky, “Education as an Agent of Social Change” In G. McCann and S. McCloskey, From the Local

to the Global: Key Issues in Development Studies.

Wed April 21 – Wed April 28: The Environment Issue 1: North/South Debate: Population and Poverty vs. Wealth and Consumption. Julian Simon, “Population Growth is Not Bad for Humanity” (In Myers and Simon, Scarcity or Abundance?

A Debate on the Environment) Norman Myers, “The Population Factor” (In Myers and Simon, Scarcity or Abundance? A Debate on the

Environment) Ronald Ridker, "Population Issues", (In Resources Winter 1992 pp. 11-14) Robin Broad 1994 The Poor and the Environment: Friends or Foes. World Development 22: 811-822. Film: AffluenzaIssue 2 Global Warming and International Governance Garret Hardin – Tragedy of the Commons Karen O’Brien 2006 Are we Missing the Point? Global Environmental Change as an Issue of Human

Security. Global Environmental Change 16: 1-3. International Panel on Climate Change 2007 Climate Change 2007: Synthesis Report, Summary for Policy

Makers (http://www.ipcc.ch/)

Fri April 30 - EXAM 2

PART V. INTENSIVE CASE STUDY OF DEVELOPMENT AND SOCIAL ACTORS: SARDAR SARAVAR DAM PROJECT

Mon May 3 – Wed May 5Overview of the Sardar Project and its Stakeholders Fisher, Toward Sustainable Development in the Third World The Morse Report Cultural Survival. Hydroelectric Dams and Indigenous Peoples 1988.

Fri May 7 – Fri May 14 Group work on final project

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FINAL GROUP PRESENTATIONS: 9:00 am, Fri May 21(This is in NO WAY optional. Students must be present to receive credit.)

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Intro to Global Development StudiesPaper 1: Country Development Report

Due Date: Fri, Feb 19 – In Class

Focus of paper: Your paper will focus on two key development problems affecting the population of a specific country or region. You should use several sources for collecting and fact-checking your information. The UNDP or World Bank reports would be one acceptable sources, but you will certainly want and need others. Over the course of your paper, you should address both the micro (local/people) and macro (state/government) level - but I will leave it up to you how you do this. In discussing each of the two key problems for the people of your region or country, you should address the following:

a. What is the proof that this problem exists?b. Why is this need so important in your chosen country or region such that you rank it as so important?

(E.g. why choose this over other problems.)c. What makes this an important development issue – how is it experienced – why should we care? (E.g.

how does it affect other development efforts or concerns; how does it affect human welfare)?d. Who does this affect (is it generalized, or is it experienced more acutely by some sub-sector of the popu-

lation)?

NOTE that I am NOT asking you what to do about it. If you address this in your paper, you are wasting space that could be used to make a convincing argument that this is a problem and that we should care about it.

Formatting Requirements:1. Margins: 1 inch all around.2. Double Spaced, 2-sided printing (but if you do one side on accident, don’t throw it out in order to print

2-sided – just turn it in)3. Font: 12 point font4. Length: 1500 to 2000 (max) words.5. Citations: you must use a citation style that is academically acceptable. Plagiarism is grounds for failure

of the paper (not to mention more serious ramifications). If you are unclear how to cite literature, please ask.

6. Papers should be written in a straightforward manner. Avoid hyperbole and editorializing.7. All papers should be e-mailed to me by class time on the 20th.

Grading CriteriaA. Organization and Grammer: 50%B. Content (how well you support your thesis with evidence): 50%(See handout on writing criteria).

Sources for the Country Development Report

There are different kinds of resources that you are likely to want to use. On one hand, you might benefit from looking at specific development measures – assuming that they exist – for your country or region. Here, you can use the World Bank or the UNDP’s indicators. They have a broad range of things from CO2 emissions per household to income to primary school enrollments etc. There are dozens of things that are measured. You might look these over initially to get a brief sense of where you think your country might be lacking, or you might use these to support an argument that this is a problem in your country. You might want to show how it compares to other countries as part of your argument that whatever you choose is a problem.

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The measures by themselves only tell part of the story. You are supposed to address how this matters to people as well and why we should care. Here, you might find information from journal articles, books, or more detailed development reports to be more useful to give you the sense of how people are specifically affected by your country. In many cases you can find specific country development reports from the UNDP or the WB that will elaborate on some of the issues. Be aware that the WB and UNDP are not the only perspectives on what problems are or why we might care.

Please look over the assignment very carefully. We WILL start the class on Friday by reviewing the assignment and answering any questions. I highly recommend that you try to find 3-5 sources by then. Please note that encyclopedias are NOT an acceptable academic source of information. This includes Wikkipedia. Also be aware that you need to write well and that you need to provide appropriate citations for the information that you present. If you want to use a graph or chart that you found somewhere, you can’t just drop it in without citing it. Also, graphs, charts and tables don’t speak for themselves – you need to provide text that explains what it is showing and why it matters.

Some sources of information:1. UNDP Country Stats and a link to searchable database of country reports:

http://hdr.undp.org/en/countries/2. World Bank Country Pages:

http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/0,,pagePK:180619~theSitePK:136917,00.html

3. World Bank Documents Section by country (Note that this provides LOTS of free documents on each country – it is not quite the same as the above WB page):

http://www-wds.worldbank.org/WBSITE/EXTERNAL/EXTWDS/0,,infourl:64258544~menuPK:64187514~pagePK:64187743~pathtreeid:COUNT~piPK:64187921~searchMenuPK:64258544~theSitePK:523679,00.html

4. Cultural Survival. I’m a big fan of this organization, which reports on issues affecting marginalized indigenous populations. It has a good amount of information on human rights and other development concerns if you search for your country. (www.cs.org)

5. The Library. I’m also a big fan of the library. They have lots of books on lots of topics, including books about countries and what different authors think are the problems there. Also, they have searchable databases of journals that have online texts. I recommend Jstore, project muse, academic search premiere, but feel free to use your favorite. You might try as a search term something like (*my country* and development, or poverty, or *some specific topic that you have already decided is one on which you want to focus, like gender inequality*). http://www.lib.grinnell.edu/index.php

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Introduction to Global Development StudiesFinal Project

Narmada Dam Role Playing Exercise

The ProjectWe have spent the semester talking about many different development issues and perspectives on development. It is difficult to sufficiently emphasize, however, how complex any given project can become as ALL of these issues and perspectives come together in the context of a specific project. Clearly, there is going to be conflict and contestation as well as winners and losers. We will spend the last several weeks of this course considering how this plays itself out by examining the Sardar Sarovar Dam Project on the Narmada River in India and doing a role-playing exercise.

Instructions for Presentations and Papers on the Narmada Project

Our Role Playing Scenario:It is August, 1992. The Morse report, an independent review contracted by the World Bank has recently

come out that is very critical of the project. The Bank must now consider what to do and is holding hearings to provide various interest groups with the opportunity to air their views. (Those hearings will take place on Friday, May 21 @ 9:00 am.)

The class will divide up into a number of stakeholder groups. The identity of those groups will be worked out in class discussion, and will likely reflect interests associated with: the Indian government, environmental organizations, human rights organizations, local people, and development NGOs among others. Each group will prepare a presentation and a written report to inform the World Bank what the stakeholder group would like the Bank to do.

PLEASE NOTE: in preparing your presentation and paper, you may not use specific evidence in your argument of things/events that take place AFTER August 1992. You might use such information to discuss possibilities/speculation, but can not use these as concrete evidence. Neither may you use improved studies. For example, you cannot counter the government’s claim of wildlife or species diversity in the region with a revised study from 1994. If the data was collected before August of 1992, but the paper was published after this point, then you MAY use the data (we will assume that you could have been in contact with the researcher). If you have questions, please ask.

The Presentation: You will be responsible as a group for preparing a presentation for a panel of World Bank experts.

The presentation should assess the project and provide a set of recommendations on how or if the project should proceed – particularly what the Bank should do. Your presentation and proposal(s) should come from the perspective of the group that you represent. Keep in mind, however, that some of these groups could have multiple perspectives - for example, there is not one “local population,” but numerous communities, ethnic groups and others with potentially different outlooks on the project. Despite this, your group should present a coherent vision of what it hopes the Bank will do. We might, however, have two groups of locals representing differing opinions.

The GDS concentration has considerable resources related to the Narmada Dam project (see project resources). I am placing numerous books and reports on reserve in the library. GDS also has two large boxes full of files and articles. Many of these were collected in India. You will be able to check out these articles from my office.

The “World Bank Panel” will be composed of faculty members with expertise in different areas, who will ask each group questions following the presentation.

The total time available to each group will depend on the number of participants (about 5 minutes times the number in group). Two thirds of this time should be given to the presentation, and one-third given to answering questions.

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The presentation will be graded on the basis of: accuracy and relevance of the information provided, clarity and effectiveness of presentation, coherence between individual presentations, and ability to answer questions from the perspective of the stakeholder. Originality is a bonus. Everyone in the group should have SOME role in the presentation, though it is up to each group how responsibilities are allocated.

PaperEach group will prepare a paper that contains a written version of the proposal made to the World Bank

(assessment and proposal). This may contain a more elaborate version of your main points. It should not exceed 20 double-spaced pages in length, not counting the bibliography. (Groups with fewer than 5 persons that are concerned about page limits might think about 4-5 pages per person as being reasonable, though they are also welcome to write up to the limit.)

The paper will be graded as a single paper/report; therefore, it is important to make sure that it reads this way. This involves: using a single citation style, ensuring a clear introduction and conclusion, having a central thesis, having transitions between the sections, etc. Each person in the group is equally responsible for the paper.

Please Note: Lack of appropriate citations is plagiarism, which is a serious academic offense. The repercussions of plagiarism are decided by the academic honesty committee, and generally include failure in the assignment, and often of the course.

The paper will be graded on the basis of content (e.g. how well the argument is made, effective and sufficient use of data), organization (e.g. clear thesis, topic sentences, flow within and between paragraphs and sections, conclusion), and grammar/style.

Grading10% of your final grade will be based on the class presentation and 10% on the paper. Every member of the group must participate in the preparation of the presentation and paper. Each person will be required to provide an assessment of the members of his/her group, which will be used in deriving individual grades from the group grade. (In the past, lack of participation has meant that a student whose group received an A for the assignment received a failing grade.) Failure to provide the assessment will result in a loss of one grade on the final project.

Due Dates1. Each group must meet with me once per week.2. Group identity and general mission statement: Fri, May 7th. (A one paragraph statement of the nature of

your stakeholder group, overall mission, and perspective on the project)3. Outline of the main points for your argument: Friday, May 14th. (Final outline Thursday May 20th by

NOON – I will use this to follow along with your presentation). 4. The presentation will be held during final exam slot – 9:00 a.m. Friday, May 21st. Presentations will begin

promptly at 9:00 a.m. Everyone must be in the room and prepared to go. Any powerpoint or other presentations should be loaded onto the computer by 8:45. All students must pay attention to the presentation and be prepared to ask questions.

5. The final paper is due by Friday, May 21st at 4:00 p.m. There is absolutely no flexibility in this deadline.6. All materials borrowed from the resource box must be returned by Friday, May 21st at 5:00 p.m. Non-

returned materials will result in the loss of one letter grade on the final project for the individual responsible.

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Intro to GDS (combined review for exam 1 and 2)

The Exams will include short answer and short essay questions and probably some multiple choice. You are responsible for the readings and all in class discussion/lecture. Below are some questions and terms that review the material that we have so far covered in the course. In general, you should focus on the lecture and class discussion and use the readings to help clarify issues on which you are unclear. I will NOT be picking out specific information from the readings to test you on if it was not raised in class UNLESS I specifically mention it in the study guide below.

Poverty and the Need for Development Generally speaking, what is the nature of poverty (i.e. how is it experienced by people)? Why do we say

that poverty is about perpetual insecurity? How is poverty defined by the major development institutions? How pervasive is this? What is relative poverty, and why is this important?

Development, Poverty and Measurement Why is it important or useful to keep statistics and measurements of development and

underdevelopment? Why have GDP or GNP historically been used as the primary way to measure development? What are

the strengths and weaknesses of this measure? What are per capita or purchasing power parity adjustments? What is meant by economic growth? Is this necessary for development? How is it different from

development? Is an underdeveloped country the same as a poor country? What is the Human Development Index? How is this similar and different from GDP measures of

development? What measures does the HDI include? Generally speaking, what are the Millenium Development Goals? What are the key things that they

address? Why are these things viewed as so important? What is meant by a vicious cycle of poverty? Think about the gapminder presentation on human development trends. What parts of the world have

advanced over the past 50 years? What parts have not?

Historical View: Rise of Inequality & Colonialism/Imperialism How did inequality first appear among humans? According to Harris, is inequality a biological

imperative? (Why or why not?) Guns, Germs and Steel: According to Diamond, what were the critical differences in 1492 that explain

why some populations became colonizers and others colonized? How far back in time do we need to go to explain the origins of present inequality? How do four key sets of differences in geography explain why such inequality arose arose? Why was it Europe rather than the populations from the Fertile Crescent or China that colonized the world?

What were the short-term and long-term impacts of imperialism – the material and ideological impacts? (On culture, economies, production, population, etc.) How is imperialism related to current poverty in the Third World? What is hegemony and how does this relate?

According to Lappé and Collins, how did colonialism set the conditions of food scarcity in subsaharan Africa.

What role does colonialism play in the main theories on underdevelopment (modernization, dependency, Marxism)?

Historical View: From Colonialism to Nationalism and Independence Why did nationalism and independence spread so quickly? Why were nationalist movements successful

where other independence and resistance movements had failed?

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How does Isbister distinguish between nationalism and revolutionary nationalism? Why did nationalism fail to live up to its expectations of leading to better living conditions for the

inhabitants of the new nation states (in so many cases)? (Note: I am not asking about any specific cases)

Classic Theories of Underdevelopment General: distinguish between the modernization school, dependency school, and Marxism for

understanding global underdevelopment. What are the causes of underdevelopment? What are the underlying assumptions and general policy prescriptions for each? What are the strengths and weaknesses of each?

For modernizationists, what are the differences between traditional and modern? How does development take place? Who is to blame for underdevelopment, or development failures? What is the role of the state – how does this view change over time?

For dependency theorists: who is to blame for underdevelopment? What is the global world system, and how does this relate to underdevelopment? How did dependency evolve? How is it maintained?

How does import substitution industrialization reflect both modernization and dependency theories? For Marxists: how does this differ from dependency theory? What is the view of capitalism?

The Washington Consensus: Neoliberalism and the Bretton Woods Institutions Prelude to Neoliberalism

What was the general view of the role of the state in the period between the end of WWII and the 1970s? Why was foreign capital seen as necessary for development? What was the debt crisis of the 1980s: how did it come about, what did it lead to, what impact on countries? How did this change the view of the role of the state? What are the 1980s called the “lost decade” for Latin America?

Neoliberalism/Washington Consensus Generally speaking, what was the Washington Consensus? Why did this gain so much momentum in the 1980s – what were the key factors of the global context that gave the consensus such dominance? What were the key policy prescriptions of the ‘Consensus’ that were actively promoted to developing countries? How was this done? What were the key institutions involved and what were their roles? How do these relate to structural adjustment policies? Why did governments agree to these?

Bretton Woods Institutions Generally speaking, why were the Bretton Woods institutions created? What are the primary goals/missions/responsibilities of each of these organizations? How are they distinguished from one another? What are the means by which each institution seeks to fulfill its mission? Who makes up these institutions? How is power distributed? What are the positive arguments of the need for each of these? World Bank

How and why did the role of the World Bank change shortly after its creation? What was its original focus?

What are the basic differences between the IDA, IBRD, IFC, and MIGA? How does a country become eligible for IDA funding?

IMF What are the three main functions of the IMF? What are conditionalities? Why does the IMF attach these to loans?

WTO Generally speaking, how is voting different in the WTO from the WB and IMF

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What is a tariff or subsidy, and why is the WTO concerned with these? Could you identify 5 benefits of the WTO trading system as promoted by the WTO? Why do so many governments of the world seek out participation in the WTO?

TNCs What is a transnational corporation? How are they an important actor in development? What is foreign direct investment? What are the arguments in favor of TNCs enabling development? What relation do these have to each of the Bretton Woods institutions and their policies/practices? What is corporate social responsibility? Why is this becoming more common?

Challenging the Consensus and Neoliberalism Moderate Challenges (i.e. Naim, Stiglitz, and Easterly)

What are some of the moderate critiques we reviewed concerning the consensus (e.g Naim and Stiglizt)? Do they view it as fundamentally flawed? (don’t worry about distinguishing between the two, just know the kinds of things that were being pointed out as insufficient or problematic with early versions of the consensus)

What were some of the key ways that policy recommendations of the IMF/WB changed over time as new discoveries were made?

According to Easterly, how do Aid organizations act as a Cartel? What makes them inefficient? Serious Critiques (i.e. Korten, Nader & Wallach)

You should be able to explain what is meant by each of the critiques on the summary sheet that I handed out “Criticisms of the Bretton Woods Institutions” and provide some kind of a rebuttal to most of these. You should be able to name a handful of these critiques off the top of your head – particularly the most critical ones focused on by the articles.

The Corporate Connection How do critiques of the Bretton Woods relate to concerns over corporate globalization? According to Global Reach and Neo-Imperialist theories, why should we be concerned about

corporations? How does corporate globalization fail to meet the standards offered by Adam Smith and David Ricardo,

who offered the foundational theories on the benefits of markets and comparative advantage (trade)? What is an externality? Why does this betray Adam Smith’s notion of functioning markets? How does

the current global economic system enable externalities? How is this supported by the financial system?

Sustainable Development According to Our Common Future, how are environment, development, poverty and inequality related?

What is “sustainable development”? How does this document change the focus on the ‘first world’? What are the commons and why are these a concern? What are intra and intergenerational equity?

How is Solow’s view on sustainable development different? What is necessary for sustainability – what do we owe the future? What does it mean that resources are fungible?

How can Solow’s view be critiqued?

Amarty Sen and Development as Freedom What does Sen mean by development as freedom? How is this different from utilitarian views of the past?

What are ‘capabilities’? How does his view necessitate effective social choice – what does this mean? How is he critiqued for being naïve (or incomplete) on notions of power and the political economy of the

generation of values and functioning of democracy? How does he respond to the criticism that it is more important to look at the ends rather than the

opportunities? Why are collectives important to success in Sen’s model?

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The United Nations: Human Rights and Human Development What is the UN? Basic goals? Central parts relevant to GDS? Criticisms? What perspectives are provided in the UNDP? How are these similar and different to those of the dominant

development paradigm of growth and capital? Who do they feel are the key actors? How does the UNDP perceive the relationship between human development and human rights? How are

these linked? How do they strengthen one another? What kinds of duties do these create – who is responsible?

Recognizing Local People & Knowledge; Grassroots Development; Undertaking Grassroots Development - Participatory Development How has the classic approach to development addressed local people – how has it approached community

development? Top down vs. bottom up development. Why have the rural poor frequently been neglected or overlooked? What are the biases that have led to this

(spatial, project, person, dry season, diplomatic, professional)? What is grassroots development? Is this the same as ensuring social or cultural compatibility? How do

these differ from classic approaches? Why include local people in development? What can go wrong when local people are excluded? What are the key aspects of the socio-cultural environment that must be taken into account? Why is

understanding the integrated nature of culture important? What are some of the models or strategies used to support grassroots and people-oriented development?

Learning process model vs. blueprint? Role of local organizations? What is participatory planning? What is consciousness building?

What is cultural energy? How does this relate to identity, and how can it be important in development? What are some of the caveats concerning grassroots development? Is this always the best solution? What did the film show concerning development in Bali? Why did things go wrong? What does this

suggest concerning the above issues?

NGOs and Grassroots Development What role can outside support organizations play in grassroots development? What is an NGO? Why was there a proliferation of these from the 1980s to the 1990s? What role can NGOs play in community development? What are some of the dangers of NGO assistance in

grassroots or community development? Criticisms of NGOs? In what ways do NGOs fulfill Sen’s notion of development, and in what ways do they commonly fail? How

does this relate to donor networks and social choice?

Escobar – Encountering Development What is Escobar’s argument – what does he mean when he says that the 3rd World was “made”? How is his

argument different from dependency theory? What is hegemony? How is development a regime of representation? How do discourses fit in? Identity?

Credit and Capital What are microfinance and microcredit? Why did MFIs such as the Grameen Bank begin - what were the

problems that poor people faced such that these were necessary (e.g. banks, moneylenders)? Why wouldn’t traditional banks loan to the poor?

Why target women in many of these programs? How do these programs serve as tools of development? How do the programs in Bangladesh differ from those in Latin America? How do the programs run by

BRAC and Grameen tie into other development issues? What are some of the characteristics common to successful programs? What are Yunus’ criticisms of the market?

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Women and Development Why should women be a separate topic of discussion in development? Are there issues that primarily

concern women? What is the public/domestic dichotomy? How and why have women been differentially impacted by development? How have gender relations been restructured both materially and ideologically? How and why has access to

resources changed? How and why have ideas about the value of women and women’s roles changed? Under what circumstances are women negatively impacted by development – what variables mediate the

impact of development on women? When do women maintain power? What happened in Rurutu and Tubuai?

Education and Development What is “development education”? What is meant by consciousness raising? Why should this be a solution

to poverty? How is it characterized? What are some of the key problems facing schools in developing countries? Why are rural schools more neglected? How do both attitudes and material circumstances negatively affect

rural schools? What are conditional cash transfers? How might these be applied to health or education? When might they

be successful, and under what circumstances might they not be successful?

Health and Development How are health and development related? How can they impact one another? How can it be a poverty trap

– what does this mean? What is the vicious cycle of poverty? How expansive is the Aids crisis in sub-Saharan Africa? What are the underlying causes of this crisis –

what factors exacerbate the crisis? What consequences? How is the Aids crisis impacting development – what is its socioeconomic impact? How is it affected by

poverty and underdevelopment? What have been some of the successful efforts to combat this? What is peer education?

Environment and Development: Population and Consumption How are the environment and development related? What are some of the main theories to explain environmental degradation (Malthusian, neoclassical

economic, tragedy of commons, dependency and ecological Marxist, political ecology) How do Simon and Myers respond to the question of “should we be concerned about population growth?”

What is each one’s argument? What assumptions does each make? What is carrying capacity? Is this fixed? What is meant by the social carrying capacity? What is an ecological footprint? Why is consumption and waste such an important issue to the

environment? Why should we be concerned about global warming? (Or whatever we get done on Friday, April 30)

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GDS SENIOR SEMINAR VERSION 1

Globalization and DevelopmentGDS 395-01 – Spring 2003

Lecture: T/TH: 2:15-4:05 Instructor: Monty RoperGoodnow Hall Rm 105 305 Goodnow Hall

Office phone: 269-3017e-mail: roperjm@grinnell.edu

Office Hours: M & W 9-11; Tu & F 10-12. During office hours, you are welcome to stop by without an appointment. I will also be happy to schedule appointments during non-office hours. I am happy to communicate by phone or e-mail. I check my e-mail regularly, though you should not assume that I have received your message until you receive a confirmation from me.

Course Description and GoalsGlobalization and Development are incredibly broad topics. We are focusing on only a handful of issues and topics in this class. Our primary concern is with development in so-called “third world” (underdeveloped, developing, etc.) countries. We will pay particular attention to how development takes place and is experienced at the local level, by real people. More specifically, the class is intended to address how globalization is related to such development. While “globalization” is probably an overused and somewhat contentious term, we will focus on two main processes that most scholars would agree are closely tied to diverse conceptions of development. This includes a consideration of how directed international development aid – a primary process in economic globalization – by the first world and bilateral institutions (World Bank, etc.) takes place and is affecting rural peoples. Secondly, the course will address more generally how the globalization of the world capitalist system, especially through the rise and expansion of transnational corporations is impacting on the third world and its role in “development”.

In order to consider these issues, we must address the topic through both micro and macro levels of analysis. In other words, while our primary concern may be with local rural peoples, we must also seek to understand the globalization process that affects them. This includes first world conceptions of development as well as a consideration of the dynamics of major economic institutions, the role of nation states, and the actions of international political and social organizations. We must be able to understand how these levels of analysis operate individually and the linkages between the micro and macro levels. As such, the course is necessarily interdisciplinary in nature and will draw on theory and literature from a range of social sciences, including political science, international political economy, economics, sociology, and anthropology.

This class is a senior seminar. It is YOUR senior seminar. I am here to help provide you with a set of readings to stimulate discussion and to serve as a kind of in-class moderator. I will very occasionally lecture. You should think of this as a structured reading group. Your responsibility is to come to class prepared to discuss the readings, raise questions, argue for or against certain positions, and stimulate one-another to come up with fresh ideas. You should be able to build on past readings in your consideration of topics as well as bring in your own experiences. Many of you have also done internships, taken other relevant classes, and traveled to “third world” countries, and you should bring these experiences to the discussion. It is your responsibility just as much as it is mine to make this class work. Everyone should feel free to participate openly in class. There are no taboo ideas or subjects, even if they may be labeled un-PC outside of the class. The classroom is a forum for open discussion and debate. Everyone should help to support an atmosphere where diverging and conflicting ideas from within the class can be heard and considered. There are few “right” answers or theories concerning the material that we are discussing. As we will see, educated academics disagree on many of the underlying

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assumptions of development and globalization issues, not to mention more specific hot topics. My goal in this course is not to dish out a set of facts to you, but to provide you with various perspectives (including my own at times) on globalization and development and stimulate open discussion and debate on complex issues and processes.

Required Texts:1. J. Timmons Roberts and Amy Hite 2000 From Modernization to Globalization: Perspectives on

Development and Social Change. Blackwell Publishers.2. Arturo Escobar 1995 Encountering Development: The Making and Unmaking of the Third World.

Princeton University Press.3. David C. Korten 1996 When Corporations Rule the World. Kumarian Press4. Marc Edelman 1999 Peasants Against Globalization: Rural Social Movements in Costa Rica. Stanford

University Press.5. Luiz C. Barbosa 2000 The Brazilian Amazon Rainforest: Global Ecopolitics, Development and

Democracy. University Press of America.6. Recommended: F. Lechner and J. Boli (eds) 2000 The Globalization Reader. Blackwell Publishers.

Reserved ReadingsCopies of “reserved readings” and “additional materials” will be available in the student project room on the 3rd floor of Goodnow Hall. I will provide links to materials available on-line. More readings will be available than will be required.

COURSE REQUIREMENTS1. Daily reading notes : (10%) Students are required to turn a total of 20 1-2 page responses to the readings.

This might include a summary of the readings, ideas or questions raised during the readings, a response to the argument of the various authors, quotes or data that you found particularly useful or interesting, etc. The only required element to these papers are that you include at least a brief consideration of how the articles relate or might be useful (or not useful) to your own primary interests and/or your final paper. Also, you must include at least 2 questions at the end. (Note: if you take good notes on the readings as we go, your exams will practically be written.)

2. Debates: (2 at 15% each – 30% total) We will have three structured policy debates in this class. Each student will participate in two of these. The topics and nature of the debates will be decided upon in class.

3. Final Paper (30%) Each of you will write a final paper on a topic that you will choose in consultation with me. You will be required to decide on your topic early in course, and meet with me several times to discuss the evolution of your paper.

4. Participation: (30%) (See discussion of participation in course description and goals above.)5. Attendance: Attendance is required. Students will loose 1% off their final grade for each unexcused

absence. Any exam or in-class assignment that is missed because of an unexcused absence will receive a zero. Excused absences include illness (substantiated by visit to health center or hospital), death in the family, or prior approval of instructor.

PRELIMINARY COURSE OUTLINE AND READINGS

Jan 21: Course Overview: The goals and nature of this course

PART I: IDEAS ABOUT DEVELOPMENT AND SOCIAL CHANGEI.A. THE NATURE OF DEVELOPMENT

Jan 23: What is “Development”, and is it Really Necessary?

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Required Readings: United Nations Development Program (2000). Human Development Report 2000: Human Rights and

Human Development. Oxford U. Press. Read: “Overview” pp.1-18 Gerald M. Meier 1995 Leading Issues in Economic Development. Oxford University Press. Read: I.A.

What is Economic Development? – Note pp. 7-12. Look Over: I.B. Measures of Development. Pp: 13-32.

Jan Knippers Black. 1999 Development in Theory and Practice: Paradigms and Paradoxes. Westview Press. Read Ch.2 Defining Development and its Nemesis. Pp: 15-22.

Vijayan K. Pillai and Lyle W. Shannon (eds.) 1995 Developing Areas: A Book of Readings and Research. Berg. Read: Chapter 1. Definition and Distribution of Developing Areas: Introduction. Pp: 1-13.

Jan 28: Theories of Development, Underdevelopment and Social Change I: Formative IdeasReadings: From Modernization to Globalization reader Introduction. From Modernization to Globalization reader Part I: “Formative Ideas on the Transition to Modern Society.”

K. Marx and F. Engels. Manifesto of the Communist Party (1848) and Alienated Labor (1844) E. Durkheim. The Division of Labor in Society (1893) M. Weber. The Protestant Ethic and the Spirit of Capitalism (1905); The Characteristics of

Bureaucracy (1920); and Science as a Vocation (1919)

Jan 30: Theories of Development, Underdevelopment and Social change II: Modernization and the roots of the “development project”

Readings: Modernization to Globalization Reader Part II: “How Does Development Change People? Modernization

Theories and the Intellectual Roots of the Development Project.” T. Parsons. Evolutionary Universals in Society (1964) W.W. Rostow. The Stages of Economic Growth: A Non-Comunist Manifesto (1960) O. Lewis. A Study of Slum Culture: Backgrounds for La Vida (1968) D. Lerner. The Passing of Traditional Society (1958) A. Inkeles. Making Men Modern: On the Causes and Consequences of Individual Change in Six

Developing Countries (1969) S. Huntington. The Change to Change: Modernization, Development, and Politics (1971) and Political

Order in Changing Societies (1968)

Feb 4: Theories of Development, Underdevelopment and Social change III: Dependency and World Systems.

Readings: Part III: “Blaming the Victim? Dependency and World-Systems Theories Respond.”

A.G. Frank. The Development of Underdevelopment (1969) F.H. Cardoso. Dependency and Development in Latin America (1972) A. de Janvry and C. Garramón. The Dynamics of Rural Poverty in Latin America (1977) I. Wallerstein. The Rise and Future Demise of the World Capitalist System: Concepts for Comparative

Analysis (1979) C. Chase-Dunn. The Effects of International Economic Dependence on Development and Inequality: A

Cross-National Study (1975) G. Gereffi. Rethinking Development Theory: Insights from East Asia and Latin America (1994)

Feb 6: Theories of Development, Underdevelopment and Social change III: The State and Neoliberal Assumptions

Readings:

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Robert H. Bates 1993 “Governments and Agricultural Markets in Africa.” In M. Seligson and J. Passé-Smith (eds.), Development & Underdevelopment: The Political Economy of Inequality. Pp:333-346.

Michael Lipton 1993 “Urban Bias and Inequality.” In M. Seligson and J. Passé-Smith (eds.), Development & Underdevelopment: The Political Economy of Inequality. Pp:371-376.

Larry Sirowy and Alex Inkeles 1993 “The Effects of Democracy on Economic Growth and Inequality.” In M. Seligson and J. Passé-Smith (eds.), Development & Underdevelopment: The Political Economy of Inequality. Pp:389-405.

I.B. THE NATURE OF GLOBALIZATION

Feb 11: What is Globalization? Readings: The Globalization Reader Part II.

9. E.J. Bobsbawn. The World Unified 11. Leslie Sklair. Sociology of the Global System 12. Saskia Sassen. Whose City is it? Globalization and the Formation of New Claims. 13. Robert Keohane and Joseph Nye. Realism and Complex Interdependence. 14. J. Meyer et al. World Society and the Nation-State 15. Roland Robertson and JaAnn Chirico. Humanity, Globalization, and Worldwide Religious

Resurgence. 16. Jan Nederveen Pieterse. Globalization as Hybridization.

Feb 13: Experiencing GlobalizationReadings: The Globalization Reader Part III.

17. Pico Iyer. Bali: On Prospero’s Isle/The Philippines: Born in the USA. 18. Martin Albrow. Travelling Beyond Local Cultures 19. Bruce Fuller. Strong States, Strong Teachers? 20. David Harvey. Time-Space Compression and the Rise of Modernism as a Cultural Force.

Feb 18: Globalization, Good or Bad?Readings: The Globalization Reader Part I.

Martin Wolf. Why this Hatred of the Market? Peter Martin. The Moral Case for Globalization. Bernard Cassen. To Save Society. Serge Halimi. When Market Journalism Invades the World. Benjamin Barber. Jihad vs. McWorld. Samuel P. Huntington. The Clash of Civilizations. Josua Karliner. Grassroots Globalization: Reclaiming the Blue Planet. Hans Kung. A Global Ethic as a Foundation for Global Society.

PART II:THE ENGINE OF MODERN GLOBAL “DEVELOPMENT”: DEVELOPMENT AID AND CAPITALISM

Feb 20, 25, 27: Development AidReadings: Arturo Escobar. Encountering Development: The Making and Unmaking of the Third World Website review: World bank http://www.worldbank.org, IMF websites Http://www.imf.org, United Nations

(http://www.un.org), World Trade Organization (http://www.wto.org)

Additional Materials:

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Jan Bennett “Aid: The Poisoned Gift?” Website review: 50 Years is Enough Organization Website http://50years.org/ (critiques of the Bretton

Woods Institutions) World Trade Organization 2000 “Seven Common Misunderstandings about the WTO.” In, F. Lechner and

J. Boli (eds.), The Globalization Reader. Malden, MA: Blackwell Publishers. Pp:236-239. C. Roe Goddard and Melissa H. Birch 1996 “The International Monetary Fund.” In C.R. Goddard, J.T.

Passé-Smith, and J.G. Conklin (eds.), International Political Economy: State-Market Relations in the Changing Global Order. Boulder: Lynne Rienner Publishers. Pp:215-235.

Manuel Pastor, Jr. 1996 “The Effects of IMF Programs in the Third World: Debate and Evidence From Latin America.” In C.R. Goddard, J.T. Passé-Smith, and J.G. Conklin (eds.), International Political Economy: State-Market Relations in the Changing Global Order. Boulder: Lynne Rienner Publishers. Pp:247-271.

Bruce Rich 1996 “World Bank/IMF: 50 Years is Enough.” In C.R. Goddard, J.T. Passé-Smith, and J.G. Conklin (eds.), International Political Economy: State-Market Relations in the Changing Global Order. Boulder: Lynne Rienner Publishers. Pp:305-313.

Hilary French 1994 “Rebuilding the World Bank.” In, State of the World 1994: A Worldwatch Institute Report on Progress Toward a Sustainable Society. NY: W.W. Norton & Company. Pp:156-176.

March 4 Development Aid Debate (Ann, Yana, Courtney, Emily)Readings: TBA

March 6: Visit by Werner Fornos of the Population InstituteReadings:

Review Escobar’s ideas on population Norman Myers and Julian Simon 1994 Scarcity or Abundance: A Debate on the Environment.

Ch.2. Simon: Population Growth is Not Bad for Humanity; and Ch3 Myers: The Population Factor. State of the World 2002. Chapter 6. B. Engelman, B. Halweil and D. Nierenberg. “Rethinking

Population, Improving Lives” G. Daily and P. Ehrlich, “Population, Sustainability, and Earth’s Carrying Capacity” R. Ridker, “Population Issue”

(March 4-10: Film Viewing. Commanding Heights. The Battle for the World Economy.)

March 10, 13, April 1: Corporations, Capitalism and DevelopmentReadings: Korten, When Corporations Rule the World NGO Taskforce on Business & Industry 1997 “Minding Our Business: The Role of Corporate

Accountability in Sustainable Development.” Rhys Jenkins 1996 “Theoretical Perspectives on the Transnational Corporation.” In C.R. Goddard, J.T.

Passé-Smith, and J.G. Conklin (eds.), International Political Economy: State-Market Relations in the Changing Global Order. Boulder: Lynne Rienner Publishers. Pp:439-459.

Film: Commanding Heights: The Battle for the World Economy

Additional Materials: From Modernization to Globalization Reader:

F. Frobel, J. Heinrichs, and O. Kreye. The New International Division of Labor in the World Economy (1980)

P. McMichael. Globalization: Myths and Realities (1996) D. Harvey. Capitialism: The Factory of Fragmentation (1992) Dani Rodrik. Has Globalization Gone Too Far? (1997)

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From The Globalization Reader: Part IV. Economic Globalization William Greider. Wawasan 2020 Miguel Korzeniewicz 2000 “Commodity Chains and Marketing Strategies: Nike and the Global

Athletic Footwear Industry.” Ted C. Fishman 2000 “The Joys of Global Investment.” Amnesty International 2000 “AI on Human Rights and Labor Rights.” In, F. Lechner and J. Boli (eds.),

The Globalization Reader. Malden, MA: Blackwell Publishers. Pp:187-190. Film: Hungry For Profit

April 3: Corporations and Development Debate (Emily, Yana, Sam, Mayra)Readings: TBA

(Spring Break 3/14 – 3/30)

PART III: CULTURE AND GLOBALIZATION

April 8-10: Globalization and Culture (Topics to be oriented around Rosenfield Symposium) Globalization Reader. Chapters TBA(Likely will look at some material on Globalization, Indigenous Peoples and the Environmental Movement)

April 15: Debate on Globalization and Culture (Courtney, Ann, Sam, Mayra) Readings TBA

Part IV: Case Studies and Responses to Globalization

April 17: Globalization and WomenReadings: Review Escobar on Women. The Globalization Reader #24. Lourdes Beneria and Savitri Bisnath. Gender and Poverty: An Analysis for

Action. From Modernization to Globalization Reader #20. Kathryn Ward and Jean Larson Pyle. Gender,

Industrialization, Transnational Corporations and Development: An Overview of Trends and Patterns Victoria Lockwood, “The Impact of Development on Women: The Interplay of Material Conditions and

Gender Ideology”. (In Brettell and Sargent, Gender in Cross-Cultural Perspective)

April 22, 24: Case Study: Brazilian AmazonReadings: Barbosa, The Brazilian Amazon

April 29, May1, 6: Social Movements (Case Study: Costa Rica)Readings: Edelman, Peasants Against Globalization Reader Ch 22 “Social Movements and Global Capitalism” Roper et al. “Introduction: Indigenous Transformational Movements in Latin America”

Additional Materials The Globalization Reader:

John Tomlinson. “Cultural Imperialism.” Ulf Hannerz. “Scenarios for Peripheral Cultures.”

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Frank Lechner. “Global Fundamentalism.” The Globalization Reader Part IX: Changing World Society: Environmentalism and the Globalization of

Social Problems.

May 8: Wrap up and discussion of research papers.

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GDS SENIOR SEMINAR – VERSION 2

Senior Seminar: Sustainable Development in the Modern World SystemGDS 346.01

Lecture: T/TH: 2:15-4:05 Instructor: Monty RoperFine Arts Rm 263 204 Goodnow HallOffice phone: 269-3017e-mail: roperjm@grinnell.edu Office Hours: M/W 2-4 and T/Thu 10-12 (excluding convo days). During office hours, anyone is welcome to stop by without an appointment. I will also be happy to schedule appointments during non-office hours. If you are having problems with course materials for any reason, I strongly encourage you to come see me. If you need to get in touch with me and are unable to do so by phone (or prefer not to), you can e-mail me. I check my e-mail regularly, though you should not assume that I have received your message until you receive a confirmation from me. Note on the Syllabus: While I have mapped out a tentative schedule below, I am leaving the plan for this course somewhat flexible. While we will certainly address most of the topics listed below, much of this syllabus is tentative. I am likely to either add or subtract readings over the course of the semester. We may even add or eliminate entire topics. Some of this will depend on how the dynamics of the class fall into place, as well as what Rosenfield events are scheduled. We will discuss any possible changes in class. Course Description and Goals: The Concept of “Sustainable Development” is a very broad and fairly vague. It has been used by economists, ecologists, grassroots organizations and major institutions of development, yet the meanings that each group applies to the term vary. Generally, sustainable development has been accepted to refer to issues of both social equity and environmental considerations in the process of “development”. We will focus primarily on the environmental considerations and issues that fall at the intersection of environment and social equity. We will consider what development is or should be, how and why the concept of sustainability became prevalent in the dominant discourse on development, some of the varying meanings applied to this concept, as well as some of the contradictions or inconsistencies in the concept. We will then explore a number of key issues and debates at the boundary of economic/social development, natural resource management, and environmental degradation. We are focusing on only a handful of issues and topics in this class out of a broad range of possibilities. We will primarily focus on these concerns within the so-called “third world” (developing, lesser developed, low income, etc.) countries. Finally, we will make an effort to address these issues at various levels, examining both the global and theoretical nature of certain debates as well as how the associated issues are experienced by communities and individuals in the developing world. As such, the course uses readings from a number of disciplines including political economy, international relations, ecological economics, and anthropology. This class is a senior seminar. It is YOUR senior seminar. I am here to help provide you with a set of readings to stimulate discussion and to serve as a kind of in-class moderator and resident devil’s advocate. I may briefly lecture on particular topics or talk about my own experiences, but you should think of this class foremost as a kind of structured reading group. Your responsibility is to come to class prepared to discuss the readings, raise questions, argue for or against certain positions, and stimulate one-another to come up with fresh ideas. You should be able to build on past readings in your consideration of topics as well as bring in your own experiences. Many of you have done internships, taken other relevant classes, and traveled to “third world” countries, and you should bring these experiences to the discussion. It is your responsibility just as much as it is mine to make this class work. Everyone should feel free to participate openly in class. There are no taboo ideas or subjects, even if they may be labeled un-PC outside of the class. The classroom is a forum for open discussion and

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debate. Everyone should help to support an atmosphere where diverging and conflicting ideas from within the class can be heard and considered. There are few “right” answers or theories concerning the material that we are discussing. As we will see, educated academics disagree on many of the underlying assumptions of development and environmental issues, not to mention more specific hot topics. Required Texts:None so far… Reserved ReadingsReserved readings will be available in the student projects room on the 3rd floor of Goodnow Hall and (to the extent that is possible) in the library. COURSE REQUIREMENTS1. Reading Journal: (20% of grade) Each of you will keep an electronic written journal of comments and questions on, and responses to the readings that must include the following: Prior to each class period, students must prepare at least 3 questions concerning the readings (these may relate to disagreements that you have, arguments that you feel are unclear or poorly made, contradictions in the materials, or any other kind of question that occurs to you). In addition, once per week you must turn in a 1-2 page response to the readings for that day. This might include a summary of the readings, a response to the argument of the various authors, and/or how the articles relate or might be useful to your own experiences or primary interests. These must be turned into me by e-mail before class, or presented to me in class with an e-mail to follow. Journal entries should be well constructed, but will be assessed primarily on the basis of content.2. Final Paper : (25% of grade) Each of you will write a research paper that examines an issue in sustainable development. The paper should include theory and a detailed case study (or multiple case studies), and build off of and/or incorporate materials from the course.3. Debate: (15% of grade) We will have three debates in this class. Each will serve as a structured discussion of a contentious issue, with a focus on a particular case study. Each student will participate in one of these.4. Leading Discussion: (10% of grade) There will be four days on which the discussion will be led by a prearranged panel. Each student will serve on one panel.5. Participation: (25% of grade) (See discussion of participation in course description and goals above.)6. Self-assessment: (5% of grade) Each student will write a final self assessment/journal entry that considers what has been learned over the course of the semester, and assesses participation and personal development through the course.

Course Outline(Subject to Modification)

Jan 20 Course Overview. The players and the issues.

PART I: DEVELOPMENT PARADIGMS AND PRACTICE Jan 22 A Need for Development? And Common Measures.· Simon Kuznets 1993[1955] “Economic Growth and Income Inequality.” In M. Seligson and J. Passé-Smith (eds.), Development & Underdevelopment: The Political Economy of Inequality

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· J. Passé-Smith 1993 “The Persistence of the Gap: Taking Stock of Economic Growth in the Post-World War II Era.” In M. Seligson and J. Passé-Smith (eds.), Development & Underdevelopment: The Political Economy of Inequality· John Isbister 1998 “Promises Not Kept: The Betrayal of Social Change in the Third World”, Ch 1: “Introduction” & Ch 2: “A World of Poverty”· Andy Storey 2003 “Measuring Development”. In G. McCann and S. McCloskey (eds.), From the Local to the Global Key Issues in Development Studies. Jan 27 Understanding and Addressing Poverty. The Orthodox View: From Modernization to Neoliberalism.· Talcott Parsons 2000[1964] “Evolutionary Universals in Society. In J. Timmons Roberts and Amy Hite, From Modernization to Globalization: Perspectives on Development and Social Change. Malden, MA: Blackwell Publishers.· W.W. Rostow 2000 [1960] “The Stages of Economic Growth: A Non-Communist Manifesto. In J. Timmons Roberts and Amy Hite, 2000 From Modernization to Globalization: Perspectives on Development and Social Change. Malden, MA: Blackwell Publishers.

· Oscar Lewis 2000 [1968] “A Study of Slum Culture: Backgrounds for La Vida.” In J. Timmons Roberts and Amy Hite, From Modernization to Globalization: Perspectives on Development and Social Change. Malden, MA: Blackwell Publishers.· Robert H. Bates 1993[1988] “Governments and Agricultural Markets in Africa.” In M. Seligson and J. Passé-Smith (eds.), Development & Underdevelopment: The Political Economy of Inequality. Pp:333-346. Jan 29 Dependency and World Systems Theory Respond· David Korten, When Corporations Rule the World. Ch. 3: The Growth Illusion.· A.G. Frank, "The Development of Underdevelopment." In J. Timmons Roberts and Amy Hite, 2000 From Modernization to Globalization: Perspectives on Development and Social Change. Malden, MA: Blackwell Publishers. Pp: 159-168.· T. dos Santos, “The Structure of Dependence” In M. Seligson and J. Passé-Smith (eds.), Development & Underdevelopment: The Political Economy of Inequality. Pp: 193-202.· Bruce Rich 1996 “World Bank/IMF: 50 Years is Enough.” In C.R. Goddard, J.T. Passé-Smith, and J.G. Conklin (eds.), International Political Economy: State-Market Relations in the Changing Global Order. Boulder: Lynne Rienner Publishers. Pp:305-313. Feb 3 Linking Development and the Environment: The Rise of Sustainable Development· World Commission on Environment and Development, Our Common Future. Ch 1 (A Threatened Future) & Ch 2 (Towards Sustainable Development)· H. Roseland, (Ch1) “The Context for Sustainable Communities” (From: Toward Sustainable Communities: Resources for Citizens and their Governments)· UN Human Development Report Ch. 1, “The Concept and Measurement of Human Development”. Feb 5 The Local Context of Unsustainable Development· John Bodley 1988 Tribal Peoples and Contemporary Development Policy. In, Tribal Peoples & Development Issues: A Global Overview.· Colin De’Ath and Gregory Mchalenko. 1988[1981] High Technology and Original Peoples: The Case of Deforestation in Papua New Guinea and Canada. In John Bodley (ed.) Tribal Peoples & Development Issues: A Global Overview.· David Stea, Silvia Elguea, and Camilo Perez Bustillo 1997 “Environment, Development, and Indigenous Revolution in Chiapas” In, B.R. Johnston (ed.), Life and Death Matters: Human Rights and the Environment at the End of the Millennium.

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· Barbara Rose Johnston and Daniel Jorgensen 1994 “Chapter 9. Mineral Development, Environmental Degradation, and Human Rights: The OK Tedi Mine, Papua New Guinea” In, B.R. Johnston (ed.), Who Pays the Price: The Sociocultural Context of Environmental Crisis. Feb 10-12 Sustainable Development: Contested Meanings and Contradictions· M. Douglas 1975 “Environments at Risk” In, M. Douglas Implicit Meanings: Essays in Anthropology· Robert Solow 1993[1991] "Sustainability: An Economist's Perspective" In, R. Dorfman and N. Dorfman (eds.), Economics of the Environment.· Stephen R. Dovers 1993 “Contradictions in Sustainability.” Environmental Conservation 20(3):217-222.· Vernon W. Ruttan “Sustainability is Not Enough.” In C. Eicher and J. Staatz (eds.) Agricultural Development in the Third World. Baltimore: The Johns Hopkins University Press. Pp: 400-404.· Arturo Escobar 1995 Encountering Development: The Making and Unmaking of the Third World. Ch. 5 (Power and Visibility: Tales of Peasants, Women and the Environment) Pp: 192-211.· Bob Sutcliffe 1995 “Development After Ecology.” In J. Timmons Roberts and Amy Hite, 2000 From Modernization to Globalization: Perspectives on Development and Social Change. Malden, MA: Blackwell Publishers. Pp:328-339.· Bill DeVall 2001 The Deep, Long-Range Ecology Movement. 1960-2000 A Review. Ethics & The Environment 6(1):18-41. ISSN: 1085-6633.· Richard Peet and Michael Watts 1996 Liberation Ecology: Development, sustainability, and environment in an age of market triumphalism. In R. Peet and M. Watts (eds.), Liberation Ecologies: Environment, Development, Social Movements. Development as Freedom· United Nations Development Programme 2000 Human Development Report 2000. Overview and Ch.1 (Human Rights and Human Development) Feb 17-19: Power, Policy and the Environment – Political Ecology (and its critics)· Blaikie, Piers, and Harold Brookfield 1987 Land Degradation and Society. New York: Methuen. (Introduction)· Stonich, Susan 1993 I am Destroying the Land. The Political Ecology of Poverty and Environmental Destruction in Honduras. Boulder: Westview Press.· Bates, Robert 1990 The Political Framework for Agricultural Policy Decisions. In C. Eicher and J. Staatz (eds.), Agricultural Development in the Third World. Baltimore, MD: The Johns Hopkins University Press. Pp. 154-159.· Chapman, M.D. 1989 "The Political Ecology of Fisheries Depletion in Amazonia." Environmental Conservation 16(4):331-337.· Arturo Escobar. 1996 “Constructing Nature: Elements for a poststructural political ecology” In, R. Peet and M. Watts (eds.) Liberation Ecologies: environment, development, social movements.· Marinne Schmink and Charles Wood. 1987 The Political Ecology of Amazonia. In P. Little, M. Horowitzt, with A.E. Nyerges (eds.), Lands at Risk in the Third World: Local-Level Perspectives.Property Regimes

PART II: MAJOR ISSUES IN SUSTAINABLE DEVELOPMENT Feb 21-26 Commons - Global and Local – and their Management· Hardin, G. 1968 The Tragedy of the Commons. Science V. 162, Dec. 13, 68. PP. 1243-1248.· Hillary French 2000 Vanishing Borders: Protecting the Planet in the Age of Globalization· McCabe, J. Terrence 1990 Turkana Pastoralism: A Case Against the Tragedy of the Commons. Human Ecology 18(1):81-103.

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· Bromley, Daniel W. 1989 Property Relations and Economic Development: The Other Land Reform. World Development 17(6):867-877.· McCay, Bonnie J., and James Acheson (eds.), 1987 The Question of the Commons: The Culture and Ecology of Communal Resources. Tucson, AZ: University of Arizona Press.· Ostrom, Elinor 1990 Governing the Commons: The Evolution of Institutions for Collective Action. New York: Cambridge University Press.· McCay, B. 1992 Everyone's Concern, Whose Responsibility? The Problem of the Commons. In S. Ortiz and S. Lees (eds.) Understanding Economic Process. Monographs in Economic Anthropology, #10.· Bromley, Daniel W. 1992 Making the Commons Work: Theory, Practice, and Policy. San Francisco: Institute for Contemporary Studies. March 3-5 Agrarian reform· Ghose, Ajit Kumar 1983 Agrarian Reform in Developing Countries: Issues of Theory and Problems of Practice. In A. K. Ghose (ed.), Agrarian Reform in Contemporary Developing Countries. Pp:3-28.· Thiesenhusen, William (ed) 1989 Searching for Agrarian Reform in Latin America. Boston: Unwin Hyman. (Introduction)· Findley, S. 1988 Colonist Constraints, Strategies, and Mobility: Recent Trends in Latin American Frontier Zones. In A.S. Oberai (ed.), Land Settlement Policies and population Redistribution in Developing Countries. New York, NY: Praeger. Pp. 271-316. · Lipton, Michael 1993 Land Reform as Commenced Business: The Evidence Against Stopping. World Development 21(4):641-657.· Bromley, R.J. 1981 The Colonization of Humid Tropical Areas in Ecuador. Singapore Journal of Tropical Geography (2):15-26. March 10 DEBATE 1 – Property Regimes/Agrarian Reform

Globalization, Food Systems, and Sustainable Development(This Section of the course will be arranged around the Rosenfield/Prairie Studies symposium: What we Eat: Industrialization, Concentration, Globalization, Food Safety, Biodiversity and Agrarianism) March 12: Globalization Overview March 31- April 2 Prairie Studies/Rosenfield Symposium… April 7 DEBATE – Globalization and Sustainable Development April 9 International Governance and Oversight· SOW Chapter 8. Hilary French “Reshaping Global Governance”.· SOW Chapter 2. Seth Dunn and Christopher Flavin “Moving the Climate Change Agenda Forward”.· UN Conference on Environment and Development 2000 “Rio Declaration on Environment and Development” In, F. Lechner and J. Boli (eds.), The Globalization Reader. Malden, MA: Blackwell Publishers. Pp:381-384.· Paul Wapner 2000 “Greenpeace and Political Globalism.” In, F. Lechner and J. Boli (eds.), The Globalization Reader. Malden, MA: Blackwell Publishers. Pp:385-391.· Margaret Keck and Kathryn Sikkink 2000 “Environmental Advocacy Networks.” In, F. Lechner and J. Boli (eds.), The Globalization Reader. Malden, MA: Blackwell Publishers. Pp:392-399.· Jackie Smith 2000 “Building Political Will after UNCED: EarthAction International.” In, F. Lechner and J. Boli (eds.), The Globalization Reader. Malden, MA: Blackwell Publishers. Pp:400-405.

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April 14-16 Population, Social Change and Carrying Capacity· John Bennett “The Ecological Transition: From Equilibrium to Disequalibrium.”· Meggers, B.J. 1974 Environment and culture in Amazonia. In Charles Wagley (ed.), Man in the Amazon. Gainseville: University of Florida Press. Pp. 91-110.· Ester Boserup “Environment, Population and Technology in Primitive Societies.”· Fred Hoyle “A Contradiction in the Argument of Malthus”· Norman Myers and Julian Simon 1994 Scarcity or Abundance: A Debate on the Environment. Ch.2. Simon: Population Growth is Not Bad for Humanity; and Ch3 Myers: The Population Factor.· SOW Chapter 6. B. Enelman, B. Halweil and D. Nierenberg. “Rethinking Population, Improving Lives”· G. Daily and P. Ehrlich, “Population, Sustainability, and Earth’s Carrying Capacity”· R. Ridker, “Population Issue” April 21 Debate 3 Population/Consumption

Local Knowledge, Participation and Grassroots Development April 23 Local People and Participation· C. Kottak, “When People Don’t Come First: Some Sociological Lessons from Completed Projects”· A. Bebbington, “Modernization from Below”· K. Rao and C. Geisler, “The Social Consequences of Protected Ares Development for Resident Populations” April 28-30 Alternative Models of Sustainable Development: Indigenous Peoples, the Environment and Development· Leslie E. Sponsel 1995 “Relationships Among the World System, Indigenous Peoples, and Ecological Anthropology in the Endangered Amazon.” In L. Sponsel (ed.), Indigenous Peoples and the Future of Amazonia. Tucson: The University of Arizona Press. Pp:263-293.· F. Pichón, J. Uquillas, and J. Frechione (eds.) 1999 Traditional and Modern Natural Resource Management in Latin America· Stan Stevens (ed) 1997 Conservation Through Cultural Survival· Posey, D., John Frechione, John Eddins, Luiz Francelino da Silva, with Debbie Myers, & Diane Case, and Peter MacBeath 1984 "Ethnoecology as Applied Anthropology in Amazonian Development," Human Organization 43(2):95-107.· DeWalt, Billie R. 1994 Using Indigenous Knowledge to Improve Agriculture and Natural Resource Magagement. Human Organization 53(2):123-131.· Fisher, W. H. 1994 "Megadevelopment, Environmentalism, and Resistance: The Institutional Context of Kayapó Indigenous Politics in Central Brazil," Human Organization 53(3):220-232. May 3- 5 Applied Anthropology and Sustainable Development· Burton, Michael, G. Mark Schoepfle, and Marc L. Miller 1986 Natural Resource Anthropology. Human Organization 45(3):261-269.Read: A. Escobar, “Anthropology and the Development Encounter: the Making and Marketing of Development Anthropology”Read: B.R. DeWalt, “Halfway There: Social Science in Agricultural Development and the Social Science of Agricultural Development”· Barlett, Peggy (ed.) 1980 Agricultural decision making: Anthropological contributions to rural development. New York: Academic Press.· Bennett, John W. 1996 Human Ecology as Human Behavior: Essays in environmental and development anthropology. New Brunswick, NJ: Transaction Publishers. (This is a very good "life's work" collection).

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GDS SEMINAR SAMPLE DEBATE

Debate 1: Fast Track Land Reform in Zimbabwe

Each team will take a different stance on the issue of Zimbabwe’s Fast Track Land Reform. Team one will be FOR the reform, and team two will be AGAINST the reform. There are materials available on the blackboard site, but you should also seek out your own material and be prepared to defend your stance and answer questions from myself and the other students. There is a lot of information that is available, for example, through Lexus-Nexus and various web sites.

Each team should provide me with 3 questions that you would like to have asked of the other team.

You may use whatever notes or other resources you like during the debate.

Teams:For Reform: Helen and SianeAgainst Reform: Emily and Omobola

Structure of Debate.1. (10 min) Each team will have 5 minutes to present an overview of their argument.2. (~30 min) I will then take turns asking the two teams questions. After I ask a team a question, it will

have 3 minutes to answer the question. The other team will then have 1 minute as rebuttal. I will then make a question to the other team and we will continue this pattern.

3. (~25 min) After a period of this, we will take a break. During this time you should prepare: 1) a single question to ask of the other team that can be prefaced by up to 1 minute of information, and 2) a brief summary of your main points and the other team’s main weaknesses. You will have 4 minutes to present this.

a. Teams will take turns giving their question. Each team will have 3 minutes to answer the question posed to it.

b. Each team will then present its summary.4. (~30min) The class will then have an open discussion of the issues and whether fast track land reform

should be continued in Zimbabwe.

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GDS SEMINAR – VERSION 3

GDS Seminar: Grassroots Rural DevelopmentGDS 395.01 - Spring 2006

Lecture: T/TH: 2:15-4:05 Instructor: Monty RoperCarnegie 310 204 Goodnow Hall

Office phone: 269-3017e-mail: roperjm@grinnell.edu

Office Hours: M,W 2:30-4:00; T,W,F 9-11. During office hours, you are welcome to stop by without an appointment. During non-office hours, you are also welcome to stop by, but I will often be occupied and unable to meet. I will be happy, however, to schedule appointments during non-office hours. If you are having problems with course materials for any reason, I strongly encourage you to come see me.

Course Description and Goals: Over one-half of the population of developing countries live in rural areas, even though urban areas have been growing at a faster rate for many decades. According to the World Bank, these rural areas contain about 70% of the poor. Despite this, the rural poor – often peasants and indigenous peoples – have often been viewed as obstacles to national development rather than the targets. Other approaches that have viewed them as the targets have often treated them as passive recipients of development aid and/or identified cultural beliefs and practices as the primary impediment to advancement. In the past two decades, however, local peoples’ culture and ideas have gained increasing value in development approaches, and there has been increasing focus on grassroots and participatory development, where local peoples are centrally involved in their own development. While these approaches have received much enthusiasm from some quarters, others view it as simply the latest ‘fad’ of development theory and/or note that this approach certainly not free of problems.

The goal of this course is to take an interdisciplinary examination of theory and issues relating to grassroots rural development in developing countries. We will begin with an historical review of development theories relating to rural development. What have governments and development practitioners perceived as the place of rural areas in national development strategies? How have these theories been put into practice? And how and why have these perceptions changed over time?

We will then explore the emergence of the focus on grassroots development and participatory planning in development. In this section of the course we will consider theory, methods, and case studies. We will consider the methodologies of these approaches and their strengths and weaknesses. Finally, we will explore a range of issues within grassroots and participatory development; including (but not limited to), the role of NGOs, social movements, identity and cultural expression, and gendered and community power relations. Readings will come from both practitioners and a range of disciplines, including: development studies, sociology, anthropology, political economy, and agricultural economics.

This class is a senior seminar. It is YOUR senior seminar. I am here to help provide you with a set of readings to stimulate discussion and to serve as a kind of in-class moderator and resident devil’s advocate. I may briefly lecture on particular topics or talk about my own experiences, but you should think of this class foremost as a kind of structured reading group. Your responsibility is to come to class prepared to discuss the readings, raise questions, argue for or against certain positions, and stimulate one-another to come up with fresh ideas. You should be able to build on past readings in your consideration of topics as well as bring in your own experiences. Many of you have done internships, taken other relevant classes, and traveled to “third world” countries, and you should bring these experiences to the discussion. It is your responsibility just as much as it is mine to make this class work. Everyone should feel free to participate openly in class. There are no taboo ideas or subjects,

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even if they may be labeled un-PC outside of the class. The classroom is a forum for open discussion and debate. Everyone should help to support an atmosphere where diverging and conflicting ideas from within the class can be heard and considered. There are few “right” answers or theories concerning the material that we are discussing. As we will see, educated academics disagree on many of the underlying assumptions of development, not to mention more specific hot topics.

ReadingsReserved readings will be available on the course blackboard page.

COURSE REQUIREMENTS6. Participation: (25% of grade) (See discussion of participation in course description and goals above.)7. Topic brief and leading of class discussion : (10% and 5% of grade respectively). Each student will select a

topic related to the general themes of the course and write a 3-5 page brief that reviews the issue. The student will select a set of readings in coordination with the professor and lead a class discussion. The readings may be theoretical and/or focus on a case study.

8. 2 Review Essays (20% of grade): At several points during the semester, I will provide an essay question (or perhaps more than one) intended to promote a synthesis and analysis of the materials covered over the previous weeks. Each student will answer 2 of these in a brief essay of 2-3 pages.

9. Final Paper : (20% of grade ) Each of you will write a research paper that examines an issue related to the course materials. The paper should include theory and a detailed case study (or multiple case studies), and build off of and/or incorporate materials from the course.

10. Reading Journal: (20% of grade ) Each of you will keep an electronic written journal of comments and questions on, and responses to the readings that must include the following: Prior to each class period, students must prepare at least 3 questions concerning the readings (these may relate to disagreements that you have, arguments that you feel are unclear or poorly made, contradictions in the materials, or any other kind of question that occurs to you). In addition, once per week you must turn in a 1 page response to the readings for that day. This might include a summary of the readings, a response to the argument of the various authors, and/or how the articles relate or might be useful to your own experiences or primary interests. These must be turned into me by e-mail before class, or presented to me in class with an e-mail to follow. Journal entries should be well constructed, but will be assessed primarily on the basis of content.

11. Self-assessment : The final journal entry will be a self assessment that considers what has been learned over the course of the semester, and assesses participation and personal development through the course.

Course Outline(Subject to Modification)

Tues, Jan 24: Overview of the Course. Discussion of Student Experiences and Topics of Interest.

Part I: Classic Macro Approaches to Rural Development and Poverty

Thurs, Jan 26: Review of Classic Development Theory W.W. Rostow, "The stages of Economic Growth: A Non-Communist Manifesto” L.E. Harrison, “Underdevelopment is a State of Mind” A.G. Frank, "The Development of Underdevelopment" S. Kuznets, “Economic Growth and Income Inequality”

Tues, Jan 31: Agricultural and Rural Development (Classic theory applied to rural areas)

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J. Staatz and C. Eicher, Agricultural Development Ideas in Historical Perspective. In, C. Eicher and J. Staatz (eds.) Agricultural Development in the Third World. 1990 W. Thiesenhusen 1987 Review Essays: Rural Development Questions in Latin America. Latin American Research Review 12(1):171-203.

Thurs, Feb 2: Peasant Studies (Why peasants frustrate classic economists)

F. Colburn 1982 Current Studies of Peasants and Rural Development: Applications of the Political Economy Approach James Scott 1976 The Moral Economy of the Peasant: Rebellion and Subsistence in Southeast Asia. Agricultural involution (or Nils Gilman, Involution and Modernization: The Case of Clifford Geertz, In Cohen and Dannhaeuser) Chayanov and other theories of agricultural and peasant economies

Tues, Feb 7:Integrated Rural Development Approach (Basic Needs in action)

D. Rondinelli 1979 Administration of Integrated Rural Development Policy: The Politics of Agrar-ian Reform in Developing Countries. World Politics 31(3):389-416. J. Sallinger-McBride, L. Picard 1989 Rural Development Areas in Swaziland: The Politics of Inte-grated Rural Development. Comparative Politics 22(1):1-22 J. Binns and D.C. Funnell 1983 Geography and Integrated Rural Development. Geografiska An-naler. Series B, Human Geography 65(1):57-63.

Thurs, Feb 9Land Reform Assigned Reading

De Janvry, Alain 1981 The Role of Land Reform in Economic Development: Policies and Politics. American Journal of Agricultural Economics 63(2):384-392. Kay, Cristóbal 2002 Why East Asia overtook Latin America: Agrarian reform, industrialization and development. Third World Quarterly 23(6):1073-1102.

Supplementary Michael Lipton, Responses to Rural Population Growth: Malthus and the Moderns (In G. McNicoll and M. Cain, Rural Development and Population: Institutions and Policy 1990) R. Prosterman, M. Temple, and T. Hanstad (eds.) Agrarian Reform and Grassroots Development: Ten Case Studies. 1990 E. Gwako, Property Rights and Incentives for Agricultural Growth: Women Farmers’ Crop Control and their Use of Agricultural Inputs, In J. Ensminger (ed.) Theory in Economic Anthropology 2002.

Refocusing Development Rural and Grassroots

Tues, Feb 14:Paying attention to Rural Areas, People, and Culture - Perceiving Rural Poverty R. Chambers 1989 Rural Development: Putting the Last First. (Preface, and Ch 1. Rural Poverty Unperceived) Kottack, Conrad P. 1991 “When People Don’t Come First: Some Sociological Lessons from Completed Projects.” In, M. Cernea (ed.) Putting People First: Sociological Variables in Rural Development.

Thurs, Feb 16Critiques of Globalization and a turn to the LocalAssigned Reading

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W. Loker 1999 Grit in the Prosperity Machine: Globalization and the Rural Poor in Latin America. In, W. Loker (ed.), Globaliation and the Rural Poor in Latin America. Pp:9-39. J. Mander 1996 Facing the Rising Tide. In, J. Mander and E. Goldsmith (eds.), The Case Against the Global Economy, and for a Turn Toward the Local. Pp: 5-19.

Supplementary Readings B. Orlove, Working in the Field: Perspectives on Globalization in Latin America. (In, W. Loker, ed., Globaliation and the Rural Poor in Latin America 1999) Peggy Barlett, Introduction (In, W. Loker, ed., Globaliation and the Rural Poor in Latin America 1999)

Tues, Feb 21: Anthropological Challenges to Main Development Paradigms (the need for a local perspective…) Arturo Escobar 1995 Encountering Development: The Making and Unmaking of the Third World. Ch. 5. Power and Visibility: Tales of Peasants, Women, and the Environment

Grassroots and Participatory Development

Grassroots and Participatory Development OverviewThurs, Feb 23Assigned Readings Kevin Healy, 2001 Chapter 15. Blazing a Trail of Multicultural Grassroots Development for a New Millennium. (In Llamas, Weavings, and Organic Chocolate: Multicultural Grassroots Development in the Andes and Amazon of Bolivia). R. Chambers. 1995. Paradigm shifts and practice of participatory research and development. In, N. Nelson and S. Wright (eds.), Power and Participatory Development: Theory and Practice.

(Supplemental) A. Durning. 1989 People Power and Development. Foreign Policy 76:66-82. J. Clay 1987 Grassroots Development – More Sunshine and Rain, Less Seed. Cultural Survival Quarterly 11(1). D. Stiles 1987 Classical versus Grassroots Development. Cultural Survival Quarterly 11(1). R.C. Smith. 1987 Indigenous Autonomy for Grassroots Development. Cultural Survival Quarterly 11(1) M. Chernea (ed), Putting People First: Sociological Variables in Rural Development 1991

Cultural Energy & IdentityTues, Feb 28 L. Stephen 1991 Culture as a Resource: Four Cases of Self-Managed Indigenous Craft Production in Latin America. Economic Development and Cultural Change 40(1): 101-130. C. Kleymeyer 1994 Introduction. In, C. Kleymeyer (ed.) Cultural Expression & Grassroots Development: Cases from LA & the Caribbean. Pp.1-13. C. Kleymeyer 1994 The Uses and Functions of Cultural Expression in Grassroots Development. In, C. Kleymeyer (ed.) Cultural Expression & Grassroots Development: Cases from LA & the Caribbean. Pp. 17-36. P. Breslin 1994 Identity and Self-Respect. In, C. Kleymeyer (ed.) Cultural Expression & Grassroots Development: Cases from LA & the Caribbean. Pp. 39-56.

Folk Media and Grassroots Development (Melissa)Thurs, March 2 Minnesota Public Radio Broadcast. Singing in the Shadow of Aids. David Kerr 1995 Ch 8. Theatre for Development. (In African Popular Theatre: from pre-colonial times to the present day.) London: James Currey.

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Zakes Mda 2001 Marotholi Travelling Theatre: Towards an Alternative Perspective of Development. In L. Gunner (ed.), Politics and Performance: Theatre, Poetry and Song in Southern Africa. Witwatersrand University Press. Pp: 203-210. Stewart Crehan 2001 Patronage, the State and Ideology in Zambian Theatre. In L. Gunner (ed.), Politics and Performance: Theatre, Poetry and Song in Southern Africa. Pp: 253-269.

Knowledge, Technology, Markets

Tues, March 7Part I: Indigenous Knowledge and Grassroots Development Theoretical Issues. P. Sillitoe 2002 Participant Observation to Participatory Development: Making Anthropology Work. In, P. Sillitoe, A. Bicker, and J. Pottier (eds.), Participating in Development: Approaches to indigenous knowledge. Routledge: NY. Pp: 1-23. P. Sillitoe 2002 Globalizing Indigenous Knowledge. In, P. Sillitoe, A. Bicker, and J. Pottier (eds.), Partici-pating in Development: Approaches to indigenous knowledge. Routledge: NY. Pp: Pp: 108-138. Roy Ellen 2002 ‘Déja vu, all over again’, again. Reinvention and Progress in applying local knowledge to development. In, P. Sillitoe, A. Bicker, and J. Pottier (eds.), Participating in Development: Approaches to in-digenous knowledge. Routledge: NY. Pp: 235-258.

Thurs, March 9Part II. Indigenous Knowledge and Technology J. Frechione 1999 Introduction. In, F. Pichón, J. Uquilas, and J. Frechione (eds.), Rural Poverty Alleviation and Improved Natural Resource Management Through Participatory Technology Development in Latin Amer-ica’s Risk-Prone Areas. Billie R. DeWalt 1999 Combining Indigenous and Scientific Knowledge. In, F. Pichón, J. Uquilas, and J. Frechione (eds.), Rural Poverty Alleviation and Improved Natural Resource Management Through Participa-tory Technology Development in Latin America’s Risk-Prone Areas. Pp: 101-121. D. Posey et al. 1984 Ethnoecology as Applied Anthropology in Amazonian Development. Human Organi-zation 43(2): 95-107.

Tues, March 14 Part III. Modernization vs. Local Knowledge and Technology A. Bebbington 1999 Organizing for Change – Organizing for Modernization? Campesino Federations, Social Enterprise, and Technical Change in Andean and Amazonian Resource Management. In F. Pichón, J. Uquillas, and J. Frechione (eds.) Traditional and Modern Natural Resource Management in Latin America. NItish Jha 2002 Barriers to the Diffusion of Agricultural Knowledge. In, J. Cohen and N. Dannhaeuser (eds.), Economic Development: An Anthropological Approach. Altamira Press: NY.

Thurs, March 16 (Amber)Part IV. Indigenous Knowledge and Intellectual Property Rights Chapter 4. Traditional Knowledge and Geographical Indications. From, Integrating Intellectual Property Rights and Development Policy: Report of the Commission on Intellectual Property Rights. London, September 2002. Sarah Laird 1994 Natural Products and the Commercialization of Traditional Knowledge. In T. Greaves (ed.), Intellectual Property Rights for Indigenous Peoples. Oklahoma City: Society for Applied Anthropology. Pp: 145-162. S. Brush 1993 Indigenous Knowledge of Biological Resources and Intellectual Property Rights: The Role of Anthropology. American Anthropologist 95(3):653-671.

Tues, April 4

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Markets for Grassroots Rural Development Tiflen, Pauline and S. Zadek 1998 Dealing with and in the Global Economy: Fairer Trade in Latin America. In J. Blauert and S. Zadek (eds.), Mediating Sustainability: Growing Policy from the Grassroots. West Hartford, CT: Kumarian Press. 163-188. P. Little and C. Dolan 2005 Nontraditional Commodities and Structural Adjustment in Africa. In M. Edelman and A. Haugerud (eds.), The Anthropology of Development and Globalization. Blackwell Publishing. Pp: 206-215. Jason Clay 1992 Buying in the Forests: A New Program to Market Sustainably Collected Tropical Forest Products Protects Forests and Forest Residents. In, K. Redford and C. Padoch (eds.), Conservation of Neotropical Forests: Working from Traditional Resource Use. NY: Columbia University Press. Clay, J.W. and A. Anderson  2001  Greening the Amazon: Communities and Corporations in Search of Sustianable Practices.  Washington DC: World Wildlife Fund.

Supplemental Michael Chibnik, The Evolution of Market Niches among Oaxacan Wood-Carvers, In Cohen and Dannhaeuser

Thurs, April 6Tourism and Commodification of Culture (Kat) G. Schutte. 2003 Tourists and Tribes in the “New” South Africa. Ethnohistory 50(3): 473-48? H. Zeppel 1997 Chapter 7. Meeting “Wild People”: Iban Culture and Longhouse Tourism in Sarawak. In S. Yamashita, K. Din, and J.S. Eades (eds.), Tourism and Cultural Development in Asia and Oceania. Pp: 119-140.

Social Organization and Stratification

Tues, April 11 Leadership & Local Organization N. Uphoff, M. Esman, A. Krishna 1998. Reasons for Success: Learning from Instructive Experiences in

Rural Development. Kumarian Press. (Ch 3. Initiation and Leadership, and Ch. 4 Local Organization and Participation.)

Thurs, April 13Women and Participation (Lauren) I. Guijt and M.K. Shah. Waking up to Power, Conflict and Process. In, I. Guijt and M. Shah (eds.) The

Myth of Community: Gender Issues in Participatory Development. M. Bilgi. Entering Women’s World through Men’s Eyes. In, I. Guijt and M. Shah (eds.) The Myth of

Community: Gender Issues in Participatory Development. M. Kaufman. Differential Participation: Men, Women, and Popular Power. In, M. Kaufman and H.D. Al-

fonso (eds.), “Community Power and Grassroots Democracy: The Transformation of Social Life.” London: Zed Books.

Tues, April 18 The Tyranny of Participation B. Cooke and U. Kothari. The Case for Participation as Tyranny. B. Cooke. The Social Psychological Limits of Participation? U. Kothari. Power, Knowledge and Social Control in Participatory Development. G. Mohan. Beyond Participation: Strategies for Deeper Empowerment.(Articles from B. Cooke and U. Kothari 2001 Participation: The New Tyranny? London: Zed Books)

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Thurs, April 20From Tyranny to Transformation Sam Hickey and Giles Mohan. Towards participation as transformation: critical themes and challenges Glyn Williams. Towards a repoliticization of participatory development: political capabilities and spaces of

empowerment. Ute Kelly. Confrontations with Power: moving beyond ‘the tyranny of safety’ in participation.(articles from S. Hickey and G. Mohan 2004 Participation: from tyranny to transformation? London: Zed Books)

Methods for GRD and Participatory Development

Tues, April 25 – Thursday, April 27 Anyaegbunan, C., P. Mefalopulos, and T. Moetsabi. 2004 Participatory Rural Communication Appraisal: Starting with the People. A Handbook. Rome: Food and Agriculture Organization of the United Nations. ftp://ftp.fao.org/docrep/fao/008/y5793e/y5793e00.pdf

1. Participatory Rural Appraisal R. Chambers Whose Reality Counts: Putting the First Last. 1997

2. Learning Process Approach (vs. strict or top-down approach) Learning Process and Assisted Self-Reliance (Ch 2 in N. Uphoff, M. Esman, A. Krishna, Reasons for Success: Learning from Instructive Experiences in Rural Development 1998) Stan Burkey, People First: A Guide to Self-Reliant, Participatory Development. 1993

Support Organizations for Grassroots DevelopmentTues, May 9-Thurs, May 11

The Role of NGOs Six-S: Building upon Traditional Social Organizations in Fracophone West Africa, B. Lecomte and A.

Krishna (In Krishna, Uphoff and Esman, Reasons for Hope) Utilization of External Assistance (Ch 8 in N. Uphoff, M. Esman, A. Krishna, Reasons for Success:

Learning from Instructive Experiences in Rural Development 1998) J. Blauert and S. Zadek, eds., Mediating Sustainability: Growing Policy from the Grassroots. 1998

(several articles) T. Carroll, Intermediary NGOs: The Supporting Link in Grassroots Development. (theory and case

studies) Technology and Training (Ch 5 in N. Uphoff, M. Esman, A. Krishna, Reasons for Success: Learning

from Instructive Experiences in Rural Development 1998) P. Breslin, Development and Dignity: Grassroots Development and the Inter-American Foundation.

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World Bank and Grassroots Development J. Fox and I.D. Brown (eds.), The Struggle for Accountability: The World Bank, NGOs, and

Grassroots Movements. 1998 (Various articles look at problems of the Bank, and efforts to reform it)

External FactorsTues, May 2-Thurs, May 4

Structural determinants (e.g. roads)Credit Access (Multisectoral Development)

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The Grameen Bank Story: Rural Credit in Bangladesh, M. Yunus. In Krishna, Uphoff and Esman, Reasons for Hope

SANSA: The Savings and Credit Cooperative Movement in Sri Lanka, P.A. Kiriwandeniya (In Krishna, Uphoff and Esman, Reasons for Hope)

The Role of Policies and Law My article on Bolivia and legal reforms

Grassroots Social Movements M. Kaufman and H.D. Alfonso (eds.), Community Power & Grassroots Democracy: The Transformation of Social Life. 1997 (looks at community organizations…)

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GDS SEMINAR – VERSION 4(I am not including the syllabus here, but rather a self-evaluation of the course)

GDS 395: Sustainable Development in Costa RicaCourse Self Evaluation

J.M Roper

Goals of the CourseThe basic goals of the course were to:

1. review theoretical and comparative literature related to development;2. consider how this material relates to Costa Rica, and explore in more detail specific issues most

relevant to the country and more specifically to the region to which we intended to travel;3. undertake a hands on case study that would enable students to gain a greater appreciation for the

materials and to practice a methodology commonly employed in development research;4. create an experience that students would remember and could continue to reflect on throughout their

lives.

The Course StructureThe course was undertaken as an extended role play and in a workshop format and involved a two-week

visit to Costa Rica over spring break. Students were told that they represented members of an NGO that accepted a contract to produce a development diagnostic for the community of El Silencio in Costa Rica. They were charged with producing a single comprehensive diagnostic together with a set of smaller papers representing specific recommendations for the community. They were provided with a broad set of theoretical background reading on development for which they were responsible, but told that what the class did leading up to the field trip was up to them.

The course was broken down into three time periods, each of which made use of tools or methods relatively uncommon to Grinnell courses.

1. Preparation . In the first part of the course, students took the lead in selecting and discussing literature deemed relevant to identifying key issues for the community and generating research questions. A wiki page was generated for each class meeting where students posted articles that they had read along with brief descriptions. A wiki page was also used to collectively generate research questions.

2. Fieldwork . While in the community, students lived with families and volunteered at a number of community projects.  The group undertook a form of rapid rural assessment using interviews and participant observation to collect data.

3. Analysis and Writing . On returning to Grinnell, the class chose a coding structure for their fieldnotes, coded their notes, and then shared these with the class. Different members of the class took primary responsibility for writing parts of the development diagnostic, while all took responsibility for editing. This was initially done using a single Google Document. In the final stages of editing, the document was converted to Word format. The diagnostic identified the present state of being as well as strengths and weaknesses related to infrastructure, organization of the community, economic activities, health, and education. Individual papers and poster presentations were prepared by each individual concerning a specific recommendation, which built off the diagnostic.

What WorkedOverall, the course was a success. Students were forced to think about how theory related to practice, how different issues related to one another (i.e. interdisciplinarity), and how knowledge of an area is constructed. The fact that students were responsible for many of the decisions of the course required them to struggle with what was relevant and what was not, how communities function, and many of the complexities of research methodology and qualitative data analysis. I believe that students gained a lot from living with families and working in the community. Much of what was learned likely relates to the process of research and analysis.

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What I would ChangeI would change a number of facets of the course.

Students needed more direction and more structure. They were often frustrated by the lack of clear expectations that came with me telling them to ‘figure it out,’ that they were in charge. I would not likely put them ‘in charge’ again. While this led to considerable learning related to process, it was at the expense of a more efficient scaffolding of theory and case study materials leading up to the field work.

I would focus the course on one or two issues rather then focusing broadly on development. If I had to do this over again, I would probably focus the course on tourism development and/or agricultural development.

I think that I would not try to do the project as a large group exercise. This sometimes became confusing concerning who had responsibility for what information. I think that I would go back to what was an initial inclination to have students develop research questions and then pursue these in the field.

I would do more to prepare students with methodology – particularly interview and fieldnote taking. In Costa Rica, we had two day trips around San Jose before we went into the community. Each

examined a different aspect of development. I would focus the course only on the one community rather than visit several places before going into the community.

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GDS SEMINAR – VERSION 4, 2ND ROUND

GDS 395 – Sustainable Development in Costa RicaSpring 2010

Lecture: T/TH: 2:15-4:05 Instructor: Monty RoperJRC 202 204 Goodnow Hall

Office phone: 269-3017e-mail: roperjm@grinnell.edu

Office Hours: M/W/F 10-11 and 3:15-4:15 (I will also usually be available until 5:00, unless I have another meeting or am attending a talk. During office hours, you are welcome to stop by without an appointment. During non-office hours, you are also welcome to stop by, but I will often be occupied and unable to meet. I will be happy, however, to schedule appointments during non-office hours. If you are having problems with course materials for any reason, I strongly encourage you to come see me. Accommodations for students with disabilities: Any student eligible for and needing academic adjustments or accommodations because of a documented disability is requested to speak with the professor no later than Mon Feb 22. You will need to provide documentation of your disability to the Associate Dean and Director of Academic Advising, Joyce Stern.

Course Description and Goals : The Concept of “Sustainable Development” is a very broad and fairly vague. It has been used by economists, ecologists, grassroots organizations and major institutions of development, yet the meanings that each group applies to the term vary. Generally, sustainable development has been accepted to refer to issues of both social equity and environmental considerations in the process of “development”. A commonly used definition is that sustainable development is: meeting the needs of the present without jeopardizing the ability of future generations to meet their needs. But what does this mean in practice and how can it be accomplished? The goal of this course is to gain a better understanding of sustainable development by focusing on Costa Rica as a case study and several key issues.

We will begin the course by reviewing some of the major paradigms and debates concerning the concepts of development, rural development, and sustainable development. We will then focus on several areas that fall at the intersection of economic/social development, natural resource management, and environmental degradation, and which are of particular interest to our case study focus of El Silencio, Costa Rica: land tenure regimes, agriculture, and tourism. These topics will be reviewed both from theoretical/comparative perspectives (understanding the issues more broadly), as well as from historical and descriptive perspectives (understanding the situation in Costa Rica).

Early in the semester, each student will chose a research topic related to one of the core themes of the course and work to develop a focused research question. Data will be gathered over spring break, either in El Silencio, Costa Rica, or using the web and archival documents. After break, much of the remainder of the semester will be focused on developing the final research paper. We will also return to each of the key themes to re-examine it in light of the research.

This is an interdisciplinary (or perhaps non-disciplinary) course and as such readings will come from a number of disciplines including political economy, international relations, ecological economics, and anthropology.

Required Texts:

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Ivan Molina and Steven Palmer, The History of Costa Rica (this text is no longer in print and should be purchased online by each student)

Roper et al. Development Diagnostic for the Community of El Silencio, Costa Rica (available from the instructor for a modest fee)

Most of our readings will be in the form of articles and chapters from edited volumes and will be made available on the class pweb site.

Course Requirements

1. Reading Journal: (10% of grade) Each of you will keep an electronic written journal of comments and questions on, and responses to the readings that must include the following: Prior to each class period, students must prepare at least 3 questions concerning the readings (these

may relate to disagreements that you have, arguments that you feel are unclear or poorly made, contradictions in the materials, or any other kind of question that occurs to you).

In addition, once per week you must turn in a 1-2 page response to the readings for that day. This might include a summary of the readings, a response to the argument of the various authors, and/or how the articles relate or might be useful to your own experiences or primary interests. These must be turned into me by e-mail before class, or presented to me in class with an e-mail to follow. Journal entries should be well constructed, but will be assessed primarily on the basis of content. Note that during the week of YOUR debate, the reading journal entry is not required.

2. Debate: (15% of grade) We will have two debates in this class. Each will serve as a structured discussion of a contentious issue – one concerning agriculture and one concerning tourism. Each student will participate in one of these. Each group will be graded as a whole based on their performance in the debate as well as the preparatory materials that they turn in. Individual grades will be based on the group grade and modified based on group self-assessments.

3. Final Paper and Poster Presentation: (50% of grade) Each of you will write a research paper (40% of final grade) that examines an issue related to sustainable development relevant to El Silencio and/or the surrounding areas. These will also be presented in a poster session at the end of the semester (10% of final grade). While the paper will involve a detailed case study, it must also include theory and build off of and/or incorporate materials from the course.

4. Participation: (25% of grade): This class is a senior seminar. It is YOUR senior seminar. I am here to help provide you with a set of readings to stimulate discussion and to serve as a kind of in-class moderator and resident devil’s advocate. I may briefly lecture on particular topics or talk about my own experiences, but you should think of a large chunk of this class as a kind of structured reading group. Your responsibility is to come to class prepared to discuss the readings, raise questions, argue for or against certain positions, and stimulate one-another to challenge your own thinking and sometimes come up with fresh ideas. You should be able to build on past readings and other coursework in your consideration of topics as well as bring in your own experiences. Many of you have done internships, taken other relevant classes, and traveled abroad, and you should bring these experiences to the discussion.

Everyone should feel free to participate openly in class. There are no taboo ideas or subjects, even if they may be labeled un-PC outside of the class. The classroom is a forum for open discussion and debate. Everyone should help to support an atmosphere where diverging and conflicting ideas from within the class can be heard and considered. There are few “right” answers or theories concerning the material that we are discussing. Educated academics disagree on many of the underlying assumptions of

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development and environmental issues, not to mention more specific hot topics, and there is almost certainly more than one path to positive outcomes.

In general, "participation" means speaking up and making yourself noticed in positive and intelligent ways. If you attend class consistently (zero or very few absences) and participate frequently, while making significant contributions to everyone's learning experience, you can expect to get a 100% (a 10/10) for participation. If you show up to every class but never say anything, you can expect to receive about 70%. If you have unexcused absences, and make little or no effort to participate, you should ask yourself why you are even bothering to take the class. Certainly, you will get a very low participation score.

Part of the participation score will include leading class discussion in the later half of the course. The participation grade will also include an end-of-course self-assessment in which each student considers what has been learned over the course of the semester, and assesses participation and personal development through the course.

5. Attendance is expected and is certainly necessary to participate. An excused absence is given only through prior permission of the instructor, and for medical reasons or family emergencies. In the latter two cases, notice must be provided through either the health center or academic affairs. Please do not be late as this is disruptive to the class. If you are habitually late, you will be noticed, but not in a positive way. Each unexcused absence will result in the automatic loss of 4% of the participation grade.

Course Outline(Subject to Modification)

I. Key Development Paradigms (Development, Rural Development, Sustainable Development)

Tues Jan 26 – Overview of Development Paradigms What Is Development? by Joe Remenyi Development as Freedom, Amartya Sen 1990 Human Development Report (focus on the main text, don't worry about all the "text boxes") Mander, Jerry and Edward Goldsmith "The Case Against The Global Economy- 2010 - READ the 2nd

Chapter in here by Korten (very short)

SKIM the following: Millenium Development Goals Report - Skim for sense of the development goals and why they are important. Not worrying about 'where are we now'.

Thurs Jan 28 – Rural Development W. Loker (ed.) 1999 Globalization and the Rural Poor in Latin America. (Read introduction by Peggy

Barlett, and Ch 1 “Grit in the Prosperity Machine: Globalization and the Rural Poor in Latin America” by W. Loker)

Alain de Janvry and Elisabeth Sadoulet 2000 Making Investment in the Rural Poor into Good Business: New Perspectives for Rural Developmentin Latin America

Annelies Zoomers 2002 Rural Development Policy in Latin America: The Future of the Countryside. Social Scientist, Vol. 30, No. 11/12 (Nov. - Dec., 2002), pp. 61-84.

Robert Chambers 1989 Rural Poverty Unperceived (Ch 1 in Rural Development: Putting the Last First)

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Tues Feb 2 – Sustainable Development and the Postmodern Critique World Commission on Environment and Development, Our Common Future. Ch 1 (A Threatened Future)

& Ch 2 (Towards Sustainable Development) Robert Solow 1993[1991] "Sustainability: An Economist's Perspective" In, R. Dorfman and N. Dorfman

(eds.), Economics of the Environment. H. Roseland, (Ch1) “The Context for Sustainable Communities” (From: Toward Sustainable Communities:

Resources for Citizens and their Governments) Stephen R. Dovers 1993 “Contradictions in Sustainability.” Environmental Conservation 20(3):217-222. Arturo Escobar 1995 Encountering Development: The Making and Unmaking of the Third World.

II. Costa Rica & El Silencio - History and DevelopmentThurs Feb 4 – Thurs Feb 11.

III. Land Tenure, Agrarian Reform & CooperativesTues Feb 16 – Thurs Feb 18

IV. Agriculture and ForestryTues Feb 23 - Thurs Feb 25

Tues March 2 DEBATE 1

V. Tourism and EcotourismThurs March 4 - Tues March 9

Thurs March 11 DEBATE

VI. Methods for the Field – Gathering DataTues March 16 - Thurs March 18

SPRING BREAK – CR TRIP

VII. Methods of Analysis – Organizing DataTues April 6 - Thurs April 8

VIII. Revisiting the ThemesTues April 13-Thurs April 15: Land Reform

Tues April 20-Thurs April 22: Agriculture

Tues April 27-Thurs April 29: Tourism

IX. Work on PapersTues May 4- Thurs May 13

Poster Presentations (Date TBD)

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Research Plan for El Silencio

The class will travel to the cooperative of El Silencio (www.geocities.com/coopesilencio). This presents a fascinating case study of what a community has done after the collapse of the banana enclave economy. The cooperative of about 80 families was formed in the early 1970s and runs an African palm plantation, an ecotourist lodge, an animal rescue and rehabilitation center, a milking operation, a reforestation program with a carpentry shop, and a large vegetable garden. All of these projects are owned by the cooperative. The projects provide employment, and funds from those that are economically sustainable are distributed among the cooperative members. There is also a separate cooperative in El Silencio (Coopetrasi) which runs a chicken project.

The idea of our visit to El Silencio is that each student will have a research project that can make use of the projects in El Silencio or the surrounding region to provide a detailed case study. Students will have been preparing for the fieldwork from the second week of the semester and will come with specific questions to answer. Some will have basic interview guides, while others may have questionnaires to perform a survey in the community. All of the students’ final research papers will incorporate in research from the community, and will be presented back to the community.

On our first evening, the class will receive a lecture/overview on the history of the community and its projects, and students will meet the various project coordinators. We will be spending nine nights in El Silencio and most students will stay with host families, though bunkhouses are also available for visitors. The community frequently hosts student groups as part of their education/ecotourism program. On the first night, I will meet and chat briefly with the host parents, reviewing our mutual expectations. During my visit, Juan Carlos and I briefly discussed expectations of the students. These included: no smoking in the house; no physical relations with members of the community; no drunkenness; no drugs; return to home stays by 10pm. I will stay in a bunkhouse, which I will use as my office as well.

The Cooperative has agreed that the community is totally open to a range of research projects. Juan Carlos noted that it would be expected that students would not only want the perspectives of the project coordinators, but also the workers and other members of the community. Indeed, there are a number of questions that some of the project coordinators are interested in having students research. These include a market and technical study of the communal farm, and a market study of forestry products in the region.

During our stay, most days will be divided up into three basic periods. In the mornings, each student will provide volunteer work for a community project that relates to her study. During this work, students will have the opportunity to interview project workers and coordinators. After lunch, the class will convene as a group in a meeting room that is being provided by the community and discuss students’ research. After class meetings, students will have the opportunity to continue research through interviews or surveys with community members and/or to participate in community activities (like soccer or volleyball).

After seven full days in the community, the class will spend the final day visiting Manual Antonio National Park. This region of Quepos provides another view of tourism in Costa Rica, while the park itself provides an example of Costa Rica’s renowned conservation efforts. This day will also provide students with some decompression time. In the evening, we will participate in a farewell party with members of the community of El Silencio (suggested by Juan Carlos). The following day we will return to San Jose, and the day after, return to the US. I have attached a more complete itinerary

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GDS 200 LEVEL COURSE TAUGHT ON GRINNELL-IN-WASHINGTON PROGRAM

GDS 295: US Aid for Developing Countries Grinnell in Washington, Fall 2010

Instructor: Monty RoperPhone: 240-424-8676Office Hours: Friday 4-5 and by appointment. Course DescriptionIn his inaugural address of January 20 1949, Harry Truman stated that “We must embark on a bold new program for making the benefits of our scientific advances and industrial progress available for the improvement and growth of underdeveloped areas.” This speech is often recognized as the beginning of the modern development era. Further, it fixed Washington DC as a central space for the debate and practice of development aid. As such, our semester in Washington provides a great opportunity to consider the US’s historical and contemporary role in confronting challenges of development around the world, and how this involves other actors that can be found in the DC area.

Through readings, lecture, class discussion, guest speakers and field trips, the class will pursue the following course objectives:

1. Understand how poverty is experienced in lesser developed countries and some of the competing theories and definitions related to development and underdevelopment.

2. Become familiar with the various institutions involved in development work and the general roles that each plays.

3. Review the drivers, goals and foci of US development assistance over time, considering how and why these have changed.

4. Understand some of the key debates for and against development Aid.5. Assess the effectiveness of US development assistance in several key areas.6. Consider the role of US development assistance in the future. Course Requirements1. Position Papers : (15% each) Each student will write two short papers each of which will take a position on

a debate relating to US development assistance. There will be at least three opportunities over the course of the semester. These will be posted along with due dates on the P-web assignment page and discussed in class. For example, students might be asked to take a stand on whether US development assistance should be given only on the condition that recipient countries undertake free and fair elections. Another example might be to address whether, in these difficult economic times, it even makes sense to be sending money abroad. One of the papers will be a maximum of 4 pages double spaced. One will be written as an editorial, be no longer than 800 words, and will be submitted for publication consideration. You should imagine your audience to be your fellow students and your professor. Opportunities for publishing op-eds can be found at: http://www.theopedproject.org/index.php?option=com_content&view=article&id=47&Itemid=65

2. Final Research Paper : (30%) Each student will write a final paper that examines some aspect of US development assistance in a specific country. Students will be expected to make use of online resources of institutions such as the WB, IMF. Students are also encouraged to make use of the vast congregation of relevant institutions and experts in Washington DC, perhaps carrying out interviews with individuals at organizations currently involved with projects in the student’s selected country. You should begin thinking early in the semester about what country and topic you might take on. More detailed deadlines and instructions will be made available in the P-Web assignments page. These will also be discussed in class.

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3. Pop Quizzes: (15%) We will have a number of very brief quizzes over the course of the semester to start the class that will relate to discussion/lecture of the last class and the assigned reading for that day. We will immediately grade these, using this as a means to cover key materials for the day.

4. Participation : (25% total) This class will involve considerable discussion and debate and student participation is expected. In general, "participation" means speaking up and making oneself noticed in positive and intelligent ways. Participation can include many kinds of contributions: asking questions in class, contributing to class discussions, coming to see the professor during office hours with questions or comments, sending the professor emails about interesting news stories or articles, and so forth. In this course, a key aspect of participation will be thinking about how one’s internship relates to the materials of the course, and sharing these ideas with the class. I realize that some internships are less relevant than others, but none are truly irrelevant to the topic of this course. Students will also be required to participate in various in-class activities that will count toward the participation grade. On occasion, students will be provided opportunities to research information for the benefit of the class and/or present information in class. A basic expectation is that each student keeps up with the assigned readings and comes to class prepared to answer questions, ask questions, and engage in discussion of materials. Excellent participation would include reading news stories or otherwise trying to stay current on what is happening in Washington related to topics being discussed in class, and sharing this information with the class.

5. Attendance : Attendance is mandatory. I will allow one excused absence from the seminar. An excused absence will be given for family or personal emergencies (e.g. death in the family, car crash, hospitalization), or by prior permission (e.g. your internship has offered that you attend a reception with the President). All other absences will each result in the loss of 4 points on final grade. More than three absences will result in failure in the course.

Reading: Readings will be made available on the course pioneer web page or handed out in class.

Key Texts: 1. Collier, Paul 2007 The Bottom Billion: Why the Poorest Countries are Failing and what can be done

about it. NY: Oxford University Press.2. Lancaster, Carol 2007 Foreign Aid: Diplomacy, Development, Domestic Politics. Chicago: The

University of Chicago Press.

The Course Structure

Class 1. Development and Underdevelopment . The first week of the course will briefly consider what we mean by development and some of the ways this has changed over time. We will also consider the “state of the world”. Collier, Introduction to “The Bottom Billion” Congressional Research Service, “Foreign Aid: An Introduction to US Programs and Policies”

Class 2. An Overview of the Institutional FrameworkThis section of the course will examine some of the key institutions that are involved in international development assistance, from multilateral organizations such as the World Bank and IMF, to bilateral ones such as USAID, to the many NGOs, advocacy groups, and for-profit consulting firms that center themselves around the beltway seeking to tap into funds and projects relating to development. We will briefly review the roles that these organizations play and how these relate to US Policy and development assistance practice.

Each student will select a key actor and prepare a brief for the class.

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Classes 3-5. US Development Assistance PolicyThere are two main questions that we will tackle with this section of the course. The first relates to US development assistance. We will consider at a general level how and why this has changed through time. Secondly, we will address the stickier question of whether development assistance is really a good thing.

Class 3. Purposes of Foreign Aid in Historical Context Read Lancaster Ch. 1-3

Class 4. Debating the Value of Aid Jeffrey Sachs, The End of Poverty: Economic Possibilities for Our Time. Interview with Joanne Myers.

The Carnegie Council. http://www.cceia.org/resources/transcripts/5132.html/:pf_printable? Easterly, William 2006 Planners versus Searchers in Foreign Aid. Asian Development Review,

23(1):1-35.

Class 5. Debating the Value of Aid Continued Escobar, Arturo 1995 Introduction: Development and the Anthropology of Modernity. In,

Encountering Development: The Making and Unmaking of the Third World. Princeton, NJ: Princeton University Press.

Collier Chapter 7, Aid to the Rescue? Collier Chapter 11, An Agenda for Action. OPTIONAL: Sen, Amartya 2006 The Man Without a Plan. (Review of William Easterly’s The White

Man’s Burden). Foreign Affairs March/April 2006. http://www.foreignaffairs.com/articles/61525/amartya-sen/the-man-without-a-plan

Case Studies in Development AssistanceThis part of the course will build on the first half of the course by examining how US policy and the institutions centered in Washington relate to specific development activities. The course will choose several themes out of a broad range of possibilities. I have proposed several below, though these may change.

AgricultureApproximately 75% of the world’s poor are rural farmers, and the most contentious areas of IMF trade talks concern agriculture. How important is agriculture for developing countries? What are the keys to agricultural development – technology, land reform, niche markets? What has the US done to support agricultural development in poor countries and with what consequences? How does the US balance its own interests in protecting US farmers with interests in growing the economies of poor countries?

Class 6. The Importance of Agriculture to Development The World Bank 2008 Overview, World Development Report 2008: Agriculture for Development

Class 7. US Foreign Aid for Agriculture Abbott, Philip (Department of Agricultural Economics, Purdue University). Overview of the 2007

USDA Farm Bill. Food Aid & the Farm Bill. Purdue University. Purdue Extension EC-750-W. USAID 2004 USAID Agriculture Strategy: Linking Producers to Markets. PD-ABZ-800. USAID 2003 Improving Lives through Agricultural Science and Technology.

Class 8. Case Studies in Agricultural AidA. Millennium Challenge Corporation Millennium Challenge Corporation. Investment Opportunity Ghana: Chili Pepper. Millennium Challenge Corporation, Agricultural Program, Logic Model for agricultural investment

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B. Inter-American Foundation Breslin, Patrick 2010 Chet Thomas: In Honduras for the Long Haul. Grassroots Development: Journal

of the Inter-American Foundation 31(1):10-19 Murphy, Ellen Contreras 2010 La Selva’s Cafetaleros and the Big Business of Coffee. Grassroots

Development: Journal of the Inter-American Foundation 31(1):20-27.C. USAID Jan 2010 Kenya Horticulture Development Program, Update on Kenyan Horticulture. (KHDP Issue

#50). (Read all of the vignettes on ongoing programs) Tanzania Agriculture Productivity Program (TAPP), Monthly Update – September 2010 (Issue #10).

(Read all vignettes).

HealthA number of the millenium development goals relate to improving the health standards in developing countries. Under the Bush administration, the US significantly increased its spending to confront AIDS in Africa. At the same time, Bush faced criticism from many sides because of his “global gag rule” that prevented funding organizations that supported abortion. Under this theme, we will examine the actions and outcomes of US efforts to confront the AIDS epidemic in sub-Saharan Africa.

Class 9. Health as a Development Issue Round Table. Bulletin of the World Health Organization December 2004, 82(12)

o Jeffrey Sachs, Health in the developing world: achieving the Millenium Development Goalso Guy Carrin, Linking health and economic policy to speed up in increased household welfareo William Savedoff, Find out what works to achieve the MDGso Jennifer Prah Ruger, Millennium Development Goals for health: building human capabilities.o David Sanders, Macroeconomic reform is necessary to progress in the MDGs

Sachs, Jeffrey and Pia Malaney 2002 The economic and social burden of malaria. Natue 415(7 Feb 2002): 680-685

McGeary, Johanna 2001 Death Stalks a Continent. Time 157(6):(9p) Piot, Peter et al. 2001 The global impact of HIV/AIDS. Nature 210(19 April 2001):068-973.

Class 10. History of Health ODA (Focus on PEPFAR) USAID 2009 USAID Global Health: Improving Global Health Improves the World. (USAID Health

brochure) Cook, Nicolas 2006 AIDS in Africa. CRS Issue Brief for Congress. IB 10050. Frontline Special Report: The Age of AIDS. Read the following interviews from the website:

o Bonoo Kofi Annano Bill Clintono Richard Feachemo Jeffrey Sachso Randall Tobias

Lyman, Princeton and Stephen Wittels. 2010. No Good Deed Goes Unpunished. Foreign Affairs 89(4) Denny, Colleen and Ezekiel Emanuel 2008 US Health Aid Beyond PEPFAR: The Mother & Child

Campaign. JAMA 300(17):2048-2051.

Class 11. Case Studies in Health Aid: South Africa and Uganda Read over the PEPFAR Uganda page and look at the “stories of hope” Green, Edward et al. 2006 Uganda’s HIV Success: The Role of Sexual Behavior Change and the

National Response. AIDS and Behavior 10(4):335-346

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Cohen, Jonathan, R. Schleifer, and T. Tate 2005 AIDS in Uganda: The human-rights dimension. www.thelancet.com Vol 365, June 18, 2005. Pp: 2075-2076.

Bass, Emily 2005 The two sides of PEPFAR in Uganda. www.thelancet.com Vol 365, June 18, 2005. Pp: 2077-2078.

Read over the PEPFAR South Africa page and look at the “stories of hope” Reddi, Anand et al. 2007 Preliminary outcomes of a paediatric highly active antiretroviral therapy

cohort from KwaZulu-Natal, South Africa. BMC Pediatrics 7:13p Herbst, Abraham et al. 2009 Adult mortality and antiretroviral treatment roll-out in rural KwaZulu-

Natal, South Africa. Bull World Health Organ 87:754-762.

Class 12: Final IssuesFor our final class, we consider several big issues that have come up, but on which we have not spent much time. This will lead into a final discussion on Sachs, Collier and Easterly and the question of how to do foreign aid. Our final issues include:

1) Foreign aid and democratization; Finkel, Steven et al. 2006 Effects fo U.S. Foreign Assistance on Democracy Building: Results of a

Cross-National Quantitative Study. USAID and Vanderbilt University, Jan 12, 2006, version #34. (Read only executive summary and literature review

2) Trade not Aid Preble, Christopher and Marian Tupy 2005, June 17 “Trade, Not Aid.” The Cato Institute Web Site:

http://www.cato.org/pub_display.php?pub_id=3873 Collier, Chapter 10: Trade Policy for Reversing Marginalization (Recommended, not required)

3) The significance of accountability and measurement (lunch speaker); 4) Looking into the Future.

Lancaster, Chapter 8: Conclusions and Conjectures Natsios, Andrew (former head of USAID) 2010 The Clash of the Counter-bureaucracy and

Development. Center for Global Development Essay, www.cgdev.org/content/publications/detail/1424271

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GDS 295: US Aid for Developing Countries – Position Paper Options

Paper Topics (these were provided over the course of the semester and related to class discussions and readings)

Option #1 Should the USAID be folded into the State Department?

Option #2 Respond to the US Foreign Aid talk that Obama gave to the UN.

Options #3 US Foreign Aid is provided in two basic ways: 1) the US Government directly funds activities in other

countrie through the USAID, PEPFAR, MCC and other programs (bilateral aid); 2) the US Government gives money to institutions such as the World Bank, which then funds activities in other countries (multilateral aid). If the US is looking for its development aid dollars to have the most impact, does this two pronged approach make sense, or should the US focus more on one or the other of the two approaches?

Options #4 Some have argued that Obama’s new development aid plan means that USAID will operate more like

the MCC. Do you thin that an MCC-style approach to agricultural development is likely to be effective for the “bottom billion?”

What should be done with the Food Aid Program?

Option #5 In “Health in the developing world: achieving the Millenium Development Goals,” Sachs basically

argues that health should be prioritized as a development expenditure. Several of the respondents disagree for different reasons. As it is, health spending represents a significant portion of the US ODA. Do you agree with Sachs? I our world of limited resources (even if only for political reasons) should health be prioritized in development? Why or why not?

Option #6 How do you assess PEPFAR and what should the US do with this program? (On one hand PEPFAR

represents one of the biggest and most successful US foreign aid programs in history. On the other, it has been criticized on a number of grounds. Is the US doing the right thing, or is this a train wreck waiting to happen? Should we be scaling up, or looking for an escape.)

Paper Options: Final Chance. Pick a side: Sachs, Collier or Easterly (in terms of the readings we did on those three and in light of

what you have learned since then.) Should the US provide foreign aid only to countries that have open and effective democracies? Given that there are limited funds available for foreign aid, should the US give more emphasis to

economic growth or democracy promotion? “Trade, not Aid” has been a catch phrase for some critics of development aid. What do you think of this

view.

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TUTORIAL OFFERING

Degradation and Development in Tropical Forests Tutorial - Fall 2005

MeetingT, Th 8:00-10:00

ARH RM 315

InstructorMonty Roper

Goodnow Rm 204Tel: 269-3017

e-mail: roperjm@grinnell.edu

Office Hours: M-F 1:15-2:00, M/W/F: 4:15-5:00, T/TH 10-12 (excluding convo dates), and by appointment. Basically, I am happy to have you stop by at any time; however, sometimes during non-office hours, I might be occupied and unable to meet. I will be happy, though, to schedule appointments during non-office hours.

Course Content: What’s a “Tropical Forest”? Why are they disappearing? Should we care? And what can be done about it? In this course, we will make an interdisciplinary examination of deforestation and development in tropical forests, focusing on Latin America and particularly on the Amazon basin. We will examine the ecological structure of the forests, the various stakeholders in tropical forests and the relations between them, and how these actors relate to the causes and consequences of forest degradation and unsustainable development. Finally, we will explore the costs and benefits for people living in and around these areas and for society in general of a variety of alternative development and forest protection options.Course Objectives and Expectations: The Tutorial is the only course required for graduation from Grinnell College, and its primary goal is to help you develop skills that will form the backbone of your liberal education. While this course does encompass a defined set of materials, it is unlike others in that it is less concerned with content than about learning some basic academic skills. The principal among these is writing. Other important skills that we will work on over the semester include: research, reading, analysis, engaging in discussion, and public speaking and presentations. In addition, the course will introduce you to resources available on campus that are available to further develop these skills over the next four years.

Everyone is expected to come to class prepared to participate everyday and to actively engage one another in discussion. Proper participation requires a careful and thoughtful reading of the required texts. You must learn to truly engage the writer and the text in your reading. What is the author’s argument? What evidence is used to support the argument? Is the argument sound and compelling? What is the logic of the organization? In class discussions, you must be respectful to one another, but this does not mean that we need to come to agreement on issues. Reasoned debate/argument is one of the principal means of learning as well as understanding our own basic values and biases.

Attendance is required. Each unexcused absence will result in the loss of one grade (e.g. from a B+ to a B). Excused absences include illness (with a note from the health center or student affairs), family emergencies (with a note from student affairs), or by prior agreement of the instructor (an e-mail or note from me). You should arrive on time for class. Each two late arrivals will count as one absence in affecting your grade. Anyone who does not by habit wake up sufficiently before 8:00 am should purchase or borrow a functioning alarm clock.

GradingAssignment Percentage of Final Grade

Academic Honesty Exercise No Grade. Required for completion of course.

Class Participation: Includes participation in class discussions, peer reviews of papers, and honest effort on non-graded

30%

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assignments.Outline and Summaries: outline and summary writing will be graded from Sept 15th onward. All entries will be equally weighted.

10%

Discussion Leaders: 1st set of group led discussions will not be graded.

10%

Essays P3 – P6: Only the best three will count towards final grade.

30%

Final research paper 15%Final presentation 5%

Course Outline Day

Reading(Reading assignments are tentative)

Assignments(Additional instructions will be provided for many of the

assignments.)

Class Activities

Topic 1: Images of Tropical ForestsAug 25

P1. 300 word essay – What is a tropical forest?

The function of Tutorial. Overview of the course.Discussion discussion. Sharing and discussion on essays.

Aug 30

Vandermeer and Perfecto Ch 9 “Who Constructs the Rain Forest?”Bates, “Spring, Summer, and Autumn in One Tropical Day” (Ch 1, Place)Eustasio “The Champion of Destruction” (Ch 3, Place)Reichel-Dolmatoff, “A Well-Adapted Life” (Ch 6, Place)

P2. 400 word essay – choose an image of a tropical forest from any form of media and explain what you think is being portrayed.

In-class presentation of essays.Discussion.

Sept 1 John Dickenson, “Too Many Trees: Not Enough Wood? A Review of Recent Literature on Brazilian Amazonia.” Vandermeer and Perfecto, “A Spider Web or a House of Cards?” (Ch 2, Place)

Summarize one of the readings – no more than 250 words.

Discussion of images/views of tropical forests.Initial discussion of Academic Honesty.

Topic 2: The Biological and Ecological StructureSept 6 J. Terborgh 1992 Diversity and the

Tropical Rain Forest. (Ch1 “The Biological Exuberance of the Tropics”)

Academic Honesty Exercise Academic Honesty Exercise

Discussion of readings.

Sept 8 J. Terborgh, “The Paradox of Tropical Luxuriance.”Article 2 TBA

Outline one of the readings, and write a summary of no more than 250 words and a

Discussion of readings.

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discussion question based on the text.

Sept 13

No Reading – work on report. P3. Report: Write a report describing 3 main features of

the biology/ecology of tropical forests. No more

than 500 words.

Library Presentation and

Information Literacy Exercises

(Meet in the current periodicals and catalog/ computer area)

Sept 15

P. Stahl, “Halocene Biodiversity: An Archaeological Perspective from the Americas”W. Denevan, “The Pristine Myth: The Landscape of the Americas in 1492.”N. Smith, “Anthrosols and Human Carrying Capacity in Amazonia.”

Outline one of the readings, and write two discussion questions based on the text.Anonymous peer review comments due,

Review of a peer’s paper

Discussion of readings. Each student assigned to read and be prepared to discuss one of the 3 readings.

Topic 3. The Social Structure - Local People and Other Stakeholders

Sept 20

Indigenous PeopleLeslie Sponsel. 1986 Amazon Ecology and Adaptation.B. Conklin and L. Graham 1995 The Shifting Middle Ground: Amazonian Indians and Eco-Politics.

Prepare for group discussion Group led discussions

Sept 22

Peasants, Caboclos, CitiesE. Ross 1978 The Evolution of the Amazon Peasantry.B. Godfrey 1990 Boom Towns of the Amazon

Prepare for group discussion Group led discussions

Sept 27

The StateJ. Martins Filho and D. Zirker 2000 Nationalism, National Security, and Amazonia: Military Perceptions and Attitudes in Contemporary Brazil

Class discussion

Sept 29

NGOsG. Gereffi, R. Garcia-Johnson, E. Sasser 2001 The NGO-Industrial Complex.P. Nelson 1997 Deliberation, Leverage or Coercion? The World Bank, NGOs, and Global Environmental PoliticsB. Conklin and L. Graham 1995 The Shifting Middle Ground: Amazonian Indians and Eco-Politics.

P4. Essay: No more than 500 words. Compare how Environmental NGOs are portrayed in two different articles.

Information Literacy Exercise due.

Class discussion

Topic 4. The Causes of Deforestation and Degradation

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Oct 4 Karen Ehrhardt-Martinez 1998 Social Determinants of Deforestation in Developing Countries: A Cross-National Study.

Outline one of the readings, and come up with two discussion questions.

Revision of P3. Report.

Class discussion

Oct 6 M. Leach and J. Fairhead 2000 Challenging Neo-Malthusian Deforestation Analysis in West Africa’s Dynamic Forest Landscapes.

Outline one of the readings, and come up with two discussion questions.

Class discussionMaking a formal presentation

Oct 11

R. Godoy, D. Wilkie, and J. Franks 1997 The Effects of Markets on Neotropical Deforestation: A Comparative Study of Four Amerindian SocietiesR. Gullison and E. Losos 1993 The Role of Foreign Debt in Deforestation in Latin America

Outline one of the readings, and come up with two discussion questions.

Class discussion

Oct 13

TBA Individual Presentations: Each student will select a country with tropical forest and present to the class on the state of these forests.

P5. Essay: Make an argument for who is to primarily to blame for deforestation in a particular area. No more than 800 words.

Individual Presentations

Fall Break

Topic 5. Case Study: The Amazon

Oct 25

R. Bryant, J. Rigg, and P. Stott 1993 Introduction: Forest Transformation and Political Ecology in SoutheastAsia

Library – Information Science RefresherClass discussion

Oct 27

Amazon Journal Prepare for group discussion Group led discussions

Nov 1 Amazon Journal Prepare for group discussion Group led discussions

Nov 3 Amazon Journal Academic Honesty & Information Literacy revisions.Outline essay P6 on Amazon Journal.

Preregistration Prep

Share outlines in class

Topic 6. Why Save the Forest? The Consequences of Deforestation and Degradation

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Nov 8 Norman Meyers 1992 The Primary Source. Chaps 10 (A Cornucopia of Foods) and 11 (Pharmaceutical Factories)

P6. Essay draft on Amazon Journal.

Class discussion. Each student assigned to focus on one article.

Nov 10

Norman Meyers 1992 The Primary Source. Chaps 14 (Environmental Services) and 15 (Climatic Linkages).

Peer Review Comments on P6(Nov 11 – revision of P6 Due)

Peer review meetings

Nov 15

Daniel Faber "Revolution in the Rainforest".

P5 Revisions Due Class Discussion on reading

Topic 6. What Can be Done? Alternatives to Deforestation and Degradation.

Nov 17

ConservationInterview with David Kaimowitz, Director of CIFOR.S. Schwartzman, A. Moreira, and D. Nepstad 2000 Rethinking Tropical Forest Conservation: Perils in Parks.K. Redford and S. Sanderson 2000 Extracting Humans from Nature (a reply to Schwartzman et. Al.)J. Terborgh 2000 The Fate of Tropical Forests: A Matter of Stewardship (reply to Schwartzman et. Al.)

P7. Research Paper Bibliography of 20 sources related to topic of research paper.

Class discussion

Nov 22

Anthony Anderson 1990 “Deforestation in Amazonia: Dynamics, Causes, and Alternatives” (pp 10-19)  Robert Goodland 1992 “Neotropical Moist Forestes: Priorities for the Next Two Decades”

P7. Research Paper Outline 5-7 minute individual Presentations: State of the forests in selected country

Nov 24

Thanksgiving Break

Nov 29

http://www.geo.coop/KallariC1203.htm (about the Kallari project)http://www.grist.org/comments/interactivist/2004/09/27/logback/index1.html (interview with guest speaker)

P7. Research Paper Draft 1 Guest speaker on kallari project. Class discussion

Dec 1 No Reading Discussion of Kallari Project and other Solutions

Dec 6 No Reading Prepare presentations Final PresentationsDec 8 No Reading Prepare presentations Final PresentationsDec 15th

Final Draft of Research Paper is Due.

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ANTHROPOLOGY OFFERING WITH CORE DEVELOPMENT MATERIALS

Anthropology 238Cultural and Political Ecology

Spring 2010

Instructor LectureMonty Roper M/W/F 2:15-3:05204 Goodnow Hall Scie 1531

Office phone: 269-3017e-mail: roperjm@grinnell.edu

Office Hours: M/W/F 10-11 and 3:15-4:15. During office hours, you are welcome to stop by without an appointment. During non-office hours, you are also welcome to stop by, but I may be busy and unable to meet. I am happy to schedule appointments during non-office hours. I am also willing to communicate by e-mail, and in extreme circumstances I can even talk on the phone. I check my e-mail regularly, though you should not assume that I have received your message until you receive a confirmation from me.

Accommodations for students with disabilities: Any student eligible for and needing academic adjustments or accommodations because of a documented disability is requested to speak with the professor no later than Mon Feb 22. You will need to provide documentation of your disability to the Associate Dean and Director of Academic Advising, Joyce Stern.

Course DescriptionThis course takes an anthropological approach to examining the nature of human/environment interactions in small-scale indigenous societies. We will begin with a brief overview of some of the most influential theoretical approaches historically and contemporarily used to examine the relationship of humans with their natural environment as well as some of the most pressing current issues or hot topics being examined by anthropologists. We will then use six case studies to explore some of these theoretical and thematic issues in more detail.

The cases come from five distinct environmental regions (desert, arctic, tropical forest, highland, and savanna). For each case study we will consider how human societies have adapted to these distinct environments: how they view and relate to their natural environment, and how they draw a living from that environment. We will give particular attention to the nature of subsistence systems and how these in turn affect or otherwise correlate to various other aspects of a culture’s organization, practices, and belief systems (an approach known as cultural ecology). Another focus of our examination will be to understand how the relationship between these indigenous peoples and their natural environment is being affected as both are increasingly influenced by participation in or interactions with larger-scale nation states and capitalist systems. We will examine how and why environmental management is being affected under these conditions, giving special attention to the relations of power in struggles over natural resources (an approach known as political ecology). We will also examine how local indigenous groups are being affected by these changes, what their responses are, and what role anthropology does or should play in environmental and/or indigenous advocacy and in researching and promoting alternative development strategies. As the cases come from different parts of the world, we will have the opportunity to consider how different histories, politics, and manners of connectedness to

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the global political-economy differentially affect the use and management of resources and the indigenous groups that depend on them (or once depended on them).

Finally, we will also use some of the case studies to highlight key issues in environmental and applied anthropology such as environmental racism and justice, indigenous social movements, ethnobotany and indigenous intellectual property rights, and conservation and indigenous co-management.

Texts Richard B. Lee The Dobe Ju/'Hoansi Norman A. Chance The Inupiat and Arctic Alaska: An Ethnography of Development Benjamin Orlove Lines in the Water: Nature and Culture at Lake Titicaca Jim Ingoe Conservation and Globalization: A Study of National Parks and Indigenous

Communities from East Africa to South Dakota (Recommended) Patricia K. Townsend Environmental Anthropology: From Pigs to Politics.

Reserved Readings: A number of articles from journals and other texts will also be made available on the PWeb site.

Course Requirements1. Exams: (55% total) There will be a midterm (25%) and a final exam (30%). 2. Opinion Papers – (30% total) Each student will be required to write two opinion papers (3-4 pages each) choosing from possible topics spread out over the semester.3. Leading Class Discussion – 5%: Each person will participate as part of a group that will lead class discussion for a day.4. Class Participation – 10%: A good part of this class will be held in discussion format. In general, "participation" means speaking up and making yourself noticed in positive and intelligent ways. Recognize that "participation" can include many kinds of contributions: asking questions in class, contributing to class discussions, coming to see the professor during office hours with questions or comments, sending the professor emails about interesting news stories or articles, and so forth. You will also be required to participate in various in-class activities that will count toward the participation grade. On occasion, I will also provide opportunities to research information for the benefit of the class and/or present information in class. You should be sure to keep up with the readings and come to class prepared to answer questions, ask questions, and engage in discussion of materials. If you attend class consistently (zero or very few absences) and participate frequently, while making significant contributions to everyone's learning experience, you can expect to get a 10 out of 10 for participation. If you show up to every class but never say anything, you can expect to receive a 7 out of 10. If you miss many classes, and then make little or no effort to participate, you should expect to get a very low participation score.5. Attendance – Attendance is required and I will pass around a sign-in sheet each class. Students will loose 2.5% off their participation grade for each unexcused absence. Any exam or in-class assignment that is missed because of an unexcused absence will receive a zero. Excused absences include illness (substantiated by visit to health center or hospital), family emergency, or prior approval of instructor.

COURSE SCHEDULE The following provides a general structure for the course,

but many of the PWeb readings are tentative and others will likely be added or substituted.

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Mon Jan 25 Review of syllabus. Review of cultural anthropology. Townsend, Chapter 1

Wed Jan 27 Review of cultural anthropology. Early Environmental Approaches, Cultural Ecology, & Ecological Anthro Townsend, Ch 1-2 Bates, Chapter 1 J Steward, “The Concept and Method of Cultural Ecology” Moran, Chapter 2: Theories of Human/Habitat Interaction up to the 1950s. Roy Rappaport, 1979 “Ritual Regulation of Environmental Relations among a

New Guinea People.” In Roy Rappaport, Ecology Meaning & Religion. North Atlantic Books.

Fri Jan 29 Environmental Approaches: Ethnoecology, Materialist vs. Symbolic Approaches Townsend, Chapters 3-5 Bates, Chapter 2 Pp: 27-46 Mary Douglas: Purity and Danger. Read: "Introduction", and "The Abominations

of Leviticus." Marvin Harris: Cows, Pigs, Wars and Witches. Read: "Pig Lovers and Pig

Haters"

Mon Feb 1– Fri, Feb 5

Environmental Approaches: Environmental and Social Change Townsend, Chapters 7-10

A. Social Causes of Environmental Degradation (Political Ecology) Susan Stonich. I am Destroying the Land... Ch. 1 “Linking Development,

Population, and the Environment: Perspectives and Methods” P. Little and M. Horowitz. “Introduction: Social Science Perspectives on Land,

Ecology, and Development. In P. Little et al. 1987 Lands at Risk in the Third World: Local-Level Perspectives.

Michael Painter. “Introduction: Anthropological Perspectives on Environmental Destruction.” In, M. Painter and W. Durham (eds.) The Social Causes of Environmental Destruction in Latin America. 1998

B. Environmental Racism and Impact of Environmental Change on Indigenous Peoples

Robert Goodland, 1988 “Tribal Peoples and Economic Development: The Human Ecological Dimension.” In, J. Bodley (ed) Tribal Peoples and Development Issues.

Barbara Rose Johnston 1994 “Environmental Degradation and Human Rights Abuse.” In, Barbara Rose Johnston (ed.) Who Pays the Price: The Sociocultural Context of Environmental Crisis. Island Press.

C. Indigenous Responses, and Environmental Anthropology as Applied

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Anthropology Burton et al "Natural Resource Anthropology" Jason Clay, "Organizing to Survive". Barbara Rose Johnston. The Abuse of Human Environmental Rights: Experience

and Response. In, Barbara Rose Johnston (ed.) 1994 Who Pays the Price: The Sociocultural Context of Environmental Crisis. Island Press.

Al Gedicks. Native Peoples and sustainable development. In, H. Collinson (ed) Green Guerrillas: Environmental Conflicts and Initiatives in Latin America and the Caribbean. 1996.

David Maybury-Lewis. A Special Sort of Pleading: Anthropology at the Service of Ethnic Groups. In John Bodley (ed), 1988 “Tribal Peoples & Development Issues: A Global Overview. 375-391.

B. Johnston. Anthropology and Environmental Justice: Analysts, Advocates, Mediators, and Troublemakers. In, C. Crumley (ed) 2001 New Directions in Anthropology & Environment Intersections. Altamira Press.

Case Studies

Mon Feb 8 – Mon Feb 22

Key Issues: Classic Style

Ethnography Cultural Ecology Overview of Key

Issues

The Dobe Ju/’Hoansi of the Kalahari

Core Reading: Richard B. Lee (2002) The Dobe Ju/'Hoansi

Additional Materials Robert Hitchcock. Human Rights and the Environment in Southern Africa: San

Experiences. In, Barbara Rose Johnston (ed.) 1994 Who Pays the Price: The Sociocultural Context of Environmental Crisis. Island Press.

Cultural Survival Update Articles Richard Lee, “Progress or Poverty? The Dobe Ju|'hoansi” Richard B. Lee, Robert Hitchcock and Megan Biesele, “Foragers to First

Peoples: The Kalahari San Today

Wed Feb 24 – Wed March 10

Key Issues: Ecological

Anthropologies Political Ecology –

Players and Scales Indigenous

Social/Env Movements

Indigenous Knowledge & Ethnobotany

Horticulturalists of the The Amazon

Core Readings: TBA

Additional Materials: Allen Johnson, 1982 “Reductionism in Cultural Ecology” Current Anthropology

23(4). Stephen Beckerman, 1979 “The Abundance of Protein in Amazonia: A Reply to

Gross.” American Anthropologist 81. Betty Megegrs and Clifford Evans 1957 “Environmental Limitations on Culture

in the Tropical Forests.” William Denevan. 1992. The Pristine Myth: The Landscape of the Americas in

1492. Annals of the Association of American Geographers 82(3):369-385. Eduardo Bedoya Garland. The Social and Economic Causes of Deforestation in

the Peruvian Amazon Basin: Natives and Colonists. In, M. Painter and W.

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Durham (eds) 1998 The Social Causes of Environmental Destruction in Latin America. Ann Arbor: The University of Michigan Press. Pp: 217-248.

Marianne Schmink and Charles H. Wood. The “Political Ecology” of Amazonia. In P. Little et al. 1987 Lands at Risk in the Third World: Local-Level Perspectives.

Cultural Survival Readings "Amazonian Indians Participate at the UN". It is in the journal Cultural Survival,

Volume 8.4. You can access it from the Cultural Survival web site (www.CS.org).

The Indigenous Movement In Brazil: 25 Years of Ups and Downs. Alcida Ramos. CS Volume 21.2. http://www.culturalsurvival.org/newpage/publications/csq/article.cfm?id=E9768CCB-9D69-4E77-8010-5BF3151FE7F3

Defending the Amazon: A Narrative from the President of the Coordinating Body for the Indigenous Organizations of the Amazon Basin. Walcott, Judith. CS 26.4 Indigenous Response to Plan Colombia. http://www.cs.org/newpage/publications/csq/article.cfm?id=CBA7E8C6-70D3-43CD-900E-2D36B5B81690

Additional Materials Bruce Albert. Gold Miners and Yanomami Indians in the Brazilian Amazon: The

Hashimu Massacre. In, Barbara Rose Johnston (ed.) 1994 Who Pays the Price: The Sociocultural Context of Environmental Crisis. Island Press.

Judith Kimerling. Oil, lawlessness and Indigenous strugges in Ecuador’s Oriente. In, H. Collinson (ed) Green Guerrillas: Environmental Conflicts and Initiatives in Latin America and the Caribbean. 1996.

Christian Bay. Human Rights on the Periphery: No Room in the Ark for the Yanomami? In John Bodley (ed), 1988 “Tribal Peoples & Development Issues: A Global Overview. 258-271

Leslie Sponsel. The Yanomami Holocaust Continues. In, Barbara Rose Johnston (ed.) 1994 Who Pays the Price: The Sociocultural Context of Environmental Crisis. Island Press.

W. Balée People of the fallow: A Historical Ecology of Foraging in Lowland South America. In P. Little et al. 1987 Lands at Risk in the Third World: Local-Level Perspectives.

Leslie E. Sponsel. The Master Their: Gold Mining and Mercury Contamination in the Amazon. In, B. Johnston (ed) 1997 Life and Death Matters: Human Rights and the Environment at the End of the Millennium.

Exam 1 – FRIDAY MARCH 12

Mon March 15 – Fri April 9

Key Issues: The Commons and

other Forms of Tenure

Andean Higlands

Core Reading: Benjamin Orlove Lines in the Water: Nature and Culture at Lake Titicaca

Additional Materials TBA

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Community Development

Applied anthropology

Mon April 12– Mon April 26

Key Issues: Human Rights and

the Environment Modernization Global Warming Mining

The Inupiat of the Arctic

Readings: Norman A. Chance The Inupiat and Arctic Alaska: An Ethnography of

Development

Additional Materials K.R. Reinhard. Resource Exploitation and the Health of Western Arctic Man. In

John Bodley (ed), 1988 “Tribal Peoples & Development Issues: A Global Overview. 211-221.

Norman Chance. Contested Terrain: A Social History of Human Environmental Relations in Arctic Alaska. In, Barbara Rose Johnston (ed.) 1994 Who Pays the Price: The Sociocultural Context of Environmental Crisis. Island Press.

Richard Condon, “Inuit Youth in a Changing World.” In, Elvio Angeloni (ed.) Annual Editions in Anthropology 92/93. The Dushkin Publishing Group, Inc.

Bryan and Cherry Alexander, “Back on the Land.” In, Elvio Angeloni (ed.) Annual Editions in Anthropology 92/93. The Dushkin Publishing Group, Inc.

Additional readings on ANWR - TBA

SPRING BREAK

Wed April 28 – Wed May 12

Key Issues: Parks &

Conservation Indigenous

Knowledge and Co-management

NGOs

Pastoralists of the East African Grasslands

Core Reading: Jim Igoe (2003) Conservation and Globalization: A Study of National Parks and

Indigenous Communities from East Africa to South Dakota. Wadsworth Publishing.

Additional Materials: K.M. Homewood and W.A. Rodgers. Pastoralism and Conservation. In John

Bodley (ed), 1988 “Tribal Peoples & Development Issues: A Global Overview. 310-320.

John Bodley (1988) “Tribal Peoples & Development Issues: A Global Overview.” Section VII: Parks, Conservation, and Tribals. Pp: 299-356.

Stevens, Stan (ed). 1997 Conservation Through Cultural Survival: Indigenous Peoples and Protected Areas. Island Press.

Peter Little. Land Use Conflicts in the Agricultural/Pastoral Borderlands: The Case of Kenya. In P. Little et al. 1987 Lands at Risk in the Third World: Local-Level Perspectives.

Friday April 14 Wrapping Up

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Final Exam – 9 am, Tuesday May 18

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2008 Summer Grinnell College Summer Workshop Re-envisioning the GDS Concentration

Workshop report - Summer 2008RE-envisioning the GDS ConcentrationWorkshop Leader – Monty Roper(edited slightly for distribution at 2010 ACM Development Teaching workshop)

Overview

From July 28 to July 30, members of the Global Development Studies concentration and other interested faculty participated in a three-day workshop entitled "Re-envisioning the GDS Concentration”. The basic goals of the workshop were to re-examine the goals, structure, and courses of the concentration, particularly in light of changes made through the EKI (expanded knowledge initiative) on campus, new opportunities for faculty and students, and changes in the state of development studies.

The agenda for the workshop is attached. Our basic strategy was to examine the current make-up of the concentration on the first day, define the desired goals of the concentration on the second day, and reconsider the composition of the program in light of those goals on the second and third day. We set out to ask the question ‘if we were to create the concentration today, what would it look like?’

Workshop participants included:Larry Aspler, Geology (physics dept)Eric Carter, Geography (anthro dept)Brigittine French, AnthropologyPeter Jacobson, BiologyJack Mutti, EconomicsMonty Roper, AnthropologyJanet Seiz, EconomicsEliza Willis, Political Science

After three days of discussing the concentration, the group developed a mission statement/goals for the concentration (see attachment) and decided upon several small changes to propose to the full concentration committee for consideration. For the most part, it was agreed that the concentration is strong. The thematic focus is as relevant today as ever, and student interest is strong. There were several issues in which interest was shown but that the participants did not have time to discuss.

Day 1

For the first day, participants were asked to review a number of documents related to the structure and courses of the concentration. We began with a discussion of the current state of the concentration. Eliza Willis and Jack Mutti related the initial thinking behind the current requirements of the concentration. With 30 junior and senior concentrators, it is clear that the concentration is quite popular among the students. Having so many concentrators also creates certain challenges for the concentration. Some of those discussed include: burden of managing a large and active concentration for the chair limited availability of seminars overlapping requirements leads to certain tracking by students, which will put enrollment pressures on those

courses.

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After this initial review of the concentration, the group participated in a ‘SWOT’ analysis. In the first step of this analysis, participants were given sticky notes and asked to write down what they saw as the strengths, weaknesses, opportunities and threats of the concentration. After writing an idea on a card, the individual stated the idea and then placed it on the board under the relevant category. There was no initial discussion. In step two, each participant was given five stars and asked to place these on the issues that each saw as most important to the concentration (see SWOT analysis summary attached). In this way, we generated a list of roughly prioritized strengths and weaknesses as well as opportunities and threats. In the third step, we began a discussion of these, starting with those that had received the most stars. It is important to note that the SWOT analysis was intended as a means to identify common interests and stimulate discussion. It does NOT represent any kind of final voting on what should be maintained or changed within the concentration.

Day Two

For the second day, participants were asked to review a number of other international and third world development programs, including: Brown University Watson Institute for International Studies Development Studies Program Brandeis University Programs in Sustainable International Development George Washington University International Development Studies McGill International Development Studies Oberlin Third World Studies Major Ohio University International Development Program Sewanee Interdisciplinary Third World Studies Major UCLA International Development Studies University of Oxford Department of International Development University of Wisconsin Development Studies Program,

The discussion of the SWOT analysis continued, followed by a related discussion of what the participants see as the desired goals of the program. What should the core competencies be? What do we want students graduating with a concentration in GDS to get? This discussion led to the development of a mission statement and restructuring of the concentration’s requirements.

The internship was broadly supported as a strength of the concentration that should be maintained.

One of the key questions addressed was whether the concentration is or should be fundamentally focused on the issue of development or on the third world. Should the concentration include coursework related to development regardless of place? Should it include coursework related to the ‘global south’ regardless of content? In the end, the consensus was to maintain our focus on development IN the developing countries. Part of the rationale for this is that there is already a substantial availability of courses relating to the US and the ‘West’. We would like to get students to step outside of this, which is also useful in providing a fresh perspective in looking back at ourselves. Also, if we include the US, then the concentration becomes very diffuse, and it also creates a potential significant overlap with Policy Studies and American Studies. The vast majority of courses in political science, economics, and many other departments become relevant to understanding development in the US. While it was decided that the focus of the structure and coursework should be maintained on development in developing countries, there was also a consensus that the major exception could be the internship, but that this would be considered on a case-by-case basis. In addition, courses that look at the relationship between developed and developing countries could be relevant.

We also discussed the requirements of having a “micro” and “macro” requirement. It was broadly agreed upon that students should have coursework that focuses on a particular region of the world and that it makes sense to

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change the ‘micro setting’ requirement to ‘regional setting’, while leaving the courses basically as they appear. It was also agreed that students needed a course that provided a solid comparative/theoretical focus on development and that this would be provided under the ‘macro setting’.

We discussed the value of students gaining both a critical perspective as well as practice in the area of development. As part of this discussion, it was decided that while a methods course would make sense for a major, it doesn’t fit into the concentration.

There was also considerable support for showing students how the different disciplines talk to one another about development issues. There was enthusiasm for providing co-taught seminars and 200 level courses. There was also enthusiasm in having students travel with faculty groups to see the interdisciplinary discussions in the field, similar to the bridging projects with the University of Iowa. Finally, there was a consensus that the concentration should develop a faculty trip to explore a development project from a multidisciplinary perspective, which could form the basis of a new role playing exercise for the Intro course. The faculty trip to India to explore the Narmada was seen as a great model.

Finally, there was discussion of some of the potential weaknesses. One question raised was whether the concentration is too diffuse. There are so many courses that one can take, does this lead to incoherent paths for the students? Looking over the student transcripts, it was decided that this was not the case. Despite the many courses on the list, students funneled through a relatively narrow band of these because of the overlapping requirements – perhaps too narrow of a band. If we choose to change the requirements, it will be important to keep an eye on what tracks students take in the future. We will also want to review the courses that are available for credit in the concentration and be sure that each sufficiently meets the goals of the particular requirement under which it is listed. It was decided that this would be left to the concentration committee at a later date, as it would require considerable time and collecting syllabi from courses.

Following the discussion of the SWOT analysis, the group developed a list of core competencies. Over the remainder of the day and the first part of the third day, this was developed into a kind of mission statement for the concentration. This, in turn was used to finalize decisions on possible changes to the structure of the concentration on the third day. See attachment for a DRAFT of the proposed mission statement.

Day 3

On the final day of the workshop, the group continued the discussion of the goals and mission of the concentration. This was followed by a discussion of specific possible changes to the concentration, addressing the questions posed on the agenda. The outcomes of these discussions are provided below.

A. Concerning departmental distribution requirements. Under the current structure, each student is required to take one course from economics, one from political science, and one from anthropology/sociology. The rationale for this is that historically, these have been the core disciplines in development studies, which was also represented by the paucity of courses with development themes in other courses when the concentration began. Since that time, we have seen courses in other disciplines take on explicitly development themes, and we also now offer a number of GDS courses. The departmental distribution requirement limits the options of students to other courses with equally relevant materials on campus. It also creates enrollment pressures for those courses most frequently taken. After considerable discussion the participants decided that the departmental distribution requirements should be revised as follows:1. One course in economics from the list of acceptable courses. Rationale: economics is still at the very core

of development studies, and students must have an understanding of these approaches.2. One course in political science, anthropology or sociology. Rationale: these are still the dominant

disciplines in development studies. There was also consensus that the concentration should maintain a

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social science focus. The proposed changes do reduce some of the restrictions that the previous departmental requirements posed.

3. No more than 8 credits from any one department, though students may take up to 12 credits from GDS.

Over the coming years, the committee should monitor how this affects students’ tracks to complete the concentration.

B. Concerning thematic distribution requirements. Under the current structure, students were required to take one course from ‘micro setting’, one course from ‘macro setting’, one course from ‘environment and development’, one seminar, and to complete an internship or independent study. The participants decided the following:

1. The “micro setting” should be renamed as ‘regional’. The idea of this component is that students gain some knowledge about a developing part of the world and alternative world-views. This is essentially what this requirement was intended for. However, there was discussion concerning whether ‘micro’ might include things like micro-economics of development, or a course in anthropology that focused on cultural and/or community responses to development, but not on a particular region of the world (such as Roper’s Cultural and Political Ecology class). It was decided that the goal of getting students to study another part of the world warranted keeping the requirement focused on this. Discussions on what courses to include were held aside, but it was decided that it is not likely too important that a course in this section have development as a major theme.

2. The macro setting requirement should be kept as is. This reflects the goal of the concentration that each student will gain a theoretical and analytical focused course that takes a more comparative approach.

3. The environment and development setting will be kept as-is. There was considerable discussion over this, with the final consensus being that students must have a basic understanding of the role that the natural environment plays in development.

4. There was broad consensus that the internship requirement should be maintained as is.5. There was consensus to maintain the seminar requirement.

C. A variety of other questions were addressed. Here is a quick summary of those that did not entail much discussion, or don’t involve changes to the concentration

1. The concentration should not at this time consider different tracks. There does not seem to be a sufficient wealth of courses to make up specific tracks. Students who have a particular interest in an area (e.g. health, education) can choose to take those courses that are available. There is no need to credential this. This could be a question to reconsider in the future if the concentration continues to grow and many new courses become available.

2. There was no one interested in championing the concentration as a major.3. There is interest in considering further the relationship between GDS, International Studies, Peace Studies,

and Wilson, but these discussions were set aside for another time.4. The concentration committee will review the list of courses to make up the various distribution requirements

at another time.

Finally, the participants took turns sharing what they viewed as particularly important or accessible readings for students in the concentration. Each participant submitted this part of the exercise as his/her writing requirement.

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SUGGESTED READINGS BY WORKSHOP PARTICIPANTS

Larry Aspler (Geologist)

Earth sciences and global development readings

In preparing this list I considered what readings would give those lacking any training in the Earth sciences a basic understanding of the science, the societal importance of the science, and the applications of the science to development issues. I included relatively short and easy-to-read pieces that may appeal to a generalist audience. The first group represent outreach-type summaries about the Earth sciences and the Earth systems and their general application to societal issues. The second groups reflect those topics that I think are most relevant to global development (natural hazards and disasters, water, and climate change).

General Earth sciences and societyInternational Union of Geological Sciences, International Year of Planet Earth, 2007 – 2009, Earth sciences for society.

Series of downloadable pamphlets: http://www.yearofplanetearth.org/ Planet Earth in our hands Groundwater-reservoir for a thirsty planet? Hazards – minimising risk, maximising awareness Earth & Health – building a safer environment Climate – the ‘stone tape’ Resource issues – towards sustainable use Megacities – going deeper, building safer Deep Earth – from crust to core Ocean – abyss of time Soil – Earth’s living skin Earth & Life – the origins of diversity Outreach – bringing earth sciences to everyone

Marshak, S., 2008. Earth resources. Part V, Chapters 23 and 24 in:Earth: Portrait of a Planet, third edition. W.W. Norton and Company, New York, pp. 486-541.

Marshak, S., 2008. Global change in the Earth system. Chapter 23 in: Earth: Portrait of a Planet, third edition. W.W. Norton and Company, New York, pp. 801-832.

Mosher, S. 2002. Plate boundaries to politics: pursuing passions in science. Geological Society of America Presidential Address, 2001. GSA Today, February 2002, pp. 4-10.http://www.gsajournals.org/perlserv/?request=get-archive&issn=1052-5173

Natural hazards and disastersHyndman, D., and Hyndman, D., 2008. The future: Where do we go from here? Chapter 18 in: Natural Hazards and Disasters, second edition. Brooks/Cole, Belmont Ca. pp. 489-496.

Keller, E.A., and Blodgett, R.H., 2008. Introduction to Natural Hazards. Chapter 1 in: Natural Hazards, Earth's Processes as Hazards, Disasters, and Catastrophes, second edition Prentice Hall, pp. 2-29.

Nature editorial staff, 2005. Preparing for disaster. Nature, 438: 889.

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Schiermeier, Q., 2005. The chaos to come. Nature, 438:903-906.

van der Vink et al., 2007. Democracy, GDP, and natural disasters. Geotimes, October, 2007. American Geological Institute. Online version downloadable from:http://www.geotimes.org/oct07/article.html?id=feature_democracy.html

WaterBarlow, M., 2007. Blue Covenant: The Global Water Crisis And The Coming Battle For The Right To Water, McClelland & Stewart, 248p.

Vandas, S,J., Winter, T.C., and Battaglin, W.A., 2007. Water and the environment. American Geological Institute Environmental Awareness Series, 64p.http://www.agiweb.org/pubs/pubdetail.html?item=633601

Climate ChangeInternational Panel on Climate Change 2007. Climate Change 2007: Synthesis Report, Summary for Policy Makers.downloadable from http://www.ipcc.ch/

Eric Carter (Geographer)

Summary of Key Articles for Students in Intro Course

I recommend two articles and one documentary film for Intro students to help them learn core concepts of sustainable development, global environmental change, globalization, poverty, and human rights.

1. O'Brien, Karen (2006). "Are We Missing the Point? Global environmental change as an issue of human security." Global Environmental Change 16: 1-3.

This brief article calls for a reframing of the global climate change (GCC) problem, to transform it from a scientific issue into one of human development. In O'Brien's view, too much debate revolves around questions that may be answered through the methods of natural science -- Is global climate change occurring? What is the extent and intensity of this change? What is the cause of this change? But in her view these questions "miss the point" and distract attention from the vital threat that climate change poses for people in developing countries. Most importantly, she articulates a useful theoretical approach to this problem -- the vulnerability framework -- in a way that is easy for students to understand. Vulnerability to climate change is a product of exposure to risk from change in biogeophysical systems (i.e. rising sea levels, flooding, storms) coupled with adaptive capacity -- the ability to end, mitigate, or adapt to such risks. Using this framework we foresee differential regional and national impacts of GCC, as countries with low development status (i.e. low adaptive capacity) are likely to suffer more. Therefore, promoting development is a sound and necessary way to prepare for the impacts of GCC.

2. Broad, Robin (1994). "The Poor and the Environment: Friends or Foes?" World Development 22: 811-822.

This article is a foundational but sometimes forgotten piece in the field of political ecology. Here, Broad takes on the idea that the poor of the Third World are "environmental destroyers" because basic survival trumps an awareness of, or interest in, environmental conservation. She argues that the very poor usually do not profit

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from destroying the environment and are often caught in resource conflicts due to insecure land tenure rights and underdeveloped civil society institutions. She proposes criteria under which the poor become "defenders of the environment." Over the years, these criteria have been tested (though not rigorously), and we can see this article as one of the conceptual bases for the strong growth of civil society institutions, such as NGOs, that promote community development and empowerment as a means towards environmental conservation.

3. T-Shirt Travels (2001). Documentary film, dir. Shantha Bloemen.

Better than any other source I know of, this film demonstrates the impact of IMF and World Bank structural adjustment policies on ordinary people in the developing world. This video begins as an exposé of the secondhand clothing trade in Zambia but develops into a full-bore critique of structural adjustment policies, following closely the life of one young Zambian adult, supplemented by interviews with important players in international development, including Jeffrey Sachs. Students get to see how we are connected, via markets, to the problems of the developing world; view neoliberalism and its impacts at many scales (local, national, international); and see how seemingly small policy changes can make such a difference in the lives of ordinary people. A sympathetic and enlightening portrayal that really provokes discussion and interest among students.

Possible Readings for GDS ConcentrationBrigittine French (Anthropologist)7/28/08

These readings link global development studies with the following important issues: cultural rights, human rights, and violence.

Cultural RightsThis issue pushes the relationship between development and the politics of recognition--the desire to maintain, promote, and respect cultural difference as an integral part of improving the quality of life and freedoms of these communities experiencing development projects. Here issues of difference including language, dress, religion, and worldview are all central. I provide a few articles that focus on minority language rights, because linguists argue that one-half of the world’s approximately 6,000 languages will die in the next 50 years. The majority of these languages are spoken by people in developing countries where they are frequently targets of assimilationist policies in the name of development.

Grenoble, Lenore A. and Lindsay J. Whaley. 1998. Toward a Typology of Language Endangerment. In Endangered Languages: Current Issues and Future Prospects. Lenore A. Grenoble and Lindsay J. Whaley, Eds. Pp. 22-56. Cambridge: Cambridge University Press.

This essay takes up the question of cultural rights through an examination of the political, social, and economic forces that influence language death in minority communities in the context of globalization. They develop a typology that factors in micro and marco-variables and place a strong emphasis on economic factors that allow or impede a community to retain its native language and culture. The authors provide examples from sub-Saharan Africa, the former Soviet Union, and Maori peoples in New Zealand.

Edrinne Lora-Kayambazinthu. 2003. “Language Rights and the Role of Minority Languages in National Development.” Current Issues in Language Planning 4(2): 146-160. Available at http://www.channelviewpublications.net/cilp/004/0146/cilp0040146.pdf *This article is probably the more explicitly grounded in development and useful for the introductory course.

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Human RightsWilson, Richard A. and Jon P. Mitchell. 2003. Introduction: The Social Life of Rights. In Human Rights in Global Perspective: Anthropological Studies of Rights, Claims, and Entitlements. Richard A. Wilson and Jon P. Mitchell, Eds. Pp. 1-15. New York: Routledge.

This essay provides an overview of the historical development of human rights discourse in an international perspective. It begins with the UNDHR in 1948 and moves through other initiatives like the International Criminal Court. It is critical of the ways that notions of “rights” and “justice” that are currently deployed by powerful institutions. He shows how efforts to improve “rights” for marginalized populations can be partial, problematic, and can recreate rather than challenge existing inequality.

*Wilson is the author of a book on the South African TRC and another edited volume on human rights that may have useful chapters for the introductory course.

ViolenceScheper-Hughes, Nancy. 1992. Mother Love: Culture, Scarcity, and Maternal Thinking. In Death Without Weeping: The Violence of Everyday Life in Brazil. Pp. 268-339. Berkeley: University of California Press.

This chapter focuses on the relationships among high infant mortality, poverty, and emotions among women and children in a Brazilian favela. It critically represents poor women’s detached response to their children’s illness and death as a response to and consequence of the structural violence in which they live. This chapter empirically and empathetically demonstrates alternative worldviews as well as how are structured by gendered and classes based experiences.

Scheper-Hughes, Nancy. 2002. Min(d)ing the Body: On the Trail of Organ-Stealing Rumors. In Exotic No More: Anthropology on the Front Lines. Jeremy MacClancy, ed. Pp. 33-63. Chicago: University of Chicago Press.

This chapter also addresses the violence of everyday life among the poor in the developing world through Shceper-Hughes’ new research on illegal organ trafficking. It focuses on the kidnapping, mutilation and removal of organs for commercial sale from urban poor in the developing world to meet the demand for organs in wealthy communities and countries. It brings economic concepts like scarcity, need, supply, and demand into critical juxtaposition with ethical ones like life, death, and values.

Peter Jacobson (Biology)

Literature Ideas:

The following citations address some of the key issues regarding the linkages between water availability and climate change, as well as current and projected future human demands on water resources. The paper by Oki & Kanae is a good overview of global water issues and identifies some of the key uncertainties in projecting future supply and demand. Postel’s paper, although a bit old, is a classic. It was arguably the first paper to clearly demonstrate that humanity has already appropriated most readily accessible water. Finally, the papers by Barnett et al. and Bradley et al. detail the recent changes in water availability associated with snow- and ice-melt fed sources. The papers highlight the challenges faced by large cities in the Andes, citing examples from Bolivia, Ecuador and Peru where shrinking water availability will not only affect domestic and agricultural users, but also undermine the principal source of energy for the region as hydropower reservoirs suffer from declining

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inflows. These changes will ripple across all sectors of the region’s economy and little effort has been made to prepare for them.

Oki, T. and S. Kanae. 2006. Global hydrologic cycles and world water resources. Science 313: 1068-1072.

Postel, S.L. et al. 1996. Human appropriation of renewable fresh water. Science 271: 785-788.

Barnett, T. et al. 2005. Potential impacts of a warming climate on water availability in snow-dominated regions. Nature 438: 303-309.

Bradley, R. et al. 2006. Threats to water supplies in the tropical Andes. Science 312: 1755-1756.

Jack Mutti (Economics)

Global Development Studies WorkshopJack Mutti

Here are a couple of recent books that give economic views of appropriate economic policy to improve development prospects. I am not recommending anyone read the whole books; as a starting point a student could read Martin Wolf’s column from the Financial Times (London), which summarizes key points from the books. Wolf has a blog where he invites other economists to comment as well. In the two examples below, commentary from Paul Collier and William Easterly, economists who generally prescribe less interventionist approaches than Sachs, is included. The blog is a simple way to demonstrate the debatable nature of policy recommendations, even within a single discipline.

Jeffrey Sachs, Common Wealth: Economics for a Crowded Planet, Allen Lane, 2008.

Discussion thread from Martin Wolf, Financial Times, http://blogs.ft.com/wolfforum, June 10, 2008

Sachs identifies three key challenges for the world: ending extreme poverty by 2025; stabilizing the world’s population at less than 8 billion people by 2050; and finding sustainable ways of using energy, land, and resources that can avert climate change and the destruction of ecosystems. Although he believes models of perfectly competitive economies provide little guidance to address these problems, he optimistically believes that co-operative solutions can be found for a cost less than 2 percent of world GDP. This still amounts to a very large resource transfer. Critics view Sach’s position as comparable to the Big Push theories of the 1950s, which were not successful in ending poverty or creating sustainable growth.

The Commission on Growth and Development, Strategies for Sustainable Growth and Inclusive Development, May 2008. (through the World Bank)

Discussion thread from Martin Wolf, http://blogs.ft.com/wolfforum, June 3, 2008

This independent commission was composed of 2 Nobel prize winners and 18 high-level government officials, many drawn from countries that have grown rapidly or have successfully recovered from major crises. Their framework includes points familiar from the Washington Consensus of the early 1990s, such as achieving macroeconomic stability, encouraging international trade, and relying upon markets, but there is little emphasis on privatization or immediate steps to liberalize prices or eliminate trade barriers. They identify several policies

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to avoid, and they cite conditions that seem to characterize high-growth economies: saving and investment greater than 25% of GDP, infrastructure spending of 5-7% of GDP, health and education spending of 7-8% of GDP, receptiveness to inward flows of foreign direct investment and technology transfers, attention to environmental factors, and improving opportunities for women.

Critics fault the implication that top-down changes in policies prescribed by the experts can be successful.

Some other useful review articles that are short enough to provide background on a particular view or issue:

Dani Rodrik, “Goodbye Washington Consensus, Hello Washington Confusion? A Review of the World Bank’s Economic Growth in the 1990s: Learning from a Decade of Reform, Journal of Economic Literature, December 2006

(The Washington Consensus refers to the set of policies that the IMF, the World Bank, and the US Treasury seemed to agree upon in the early 90s in establishing conditions for loans that the international lending agencies made. A good summary of the points John Williamson had in mind when he coined that term can be found at http://www.iie.com/publications/papers/williamson0204.pdf )

William Nordhaus, “A Review of the Stern Review on the Economics of Climate Change,” Journal of Economic Literature, September 2007

This critical review faults Sir Nicholas Stern’s call for immediate and substantial action in dealing with the negative consequences of climate change, based on a different treatment of costs and benefits experienced by different generations into the future.

Janet Seiz (Economics)SUGGESTED READINGS

GENERAL

Peter Griffiths. The Economist's Tale: A Consultant Encounters Hunger and the World Bank. London: Zed Books, 2003.Story of the author’s visit to Sierra Leone in the early 1990s, as an advisor on food policy. Very readable, and vivid on some central problems of “practice,” e.g. lack of reliable data and conflicting (and often hidden) agendas of the various national and foreign actors. [See descr. on amazon]

Pietra Rivoli, The Travels of a T-Shirt in the Global Economy: An Economist Examines the Markets, Power, and Politics of World Trade. Wiley, 2006.Political economy of a familiar product. The author interviews Texas cotton farmers, Chinese factory workers, used-clothing sellers in Tanzania, and more. Extremely well-written.

GENDER AND DEVELOPMENT

An overview and an anthology

World Bank. Engendering Development: Through Gender Equality in Rights, Resources, and Voice. Oxford University Press, 2001.

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Very good introduction to the issues and summary of the literature. Available at no charge from the WB website: Topics => Gender => Gender and the World Bank.

Nalini Visvanathan et al., eds. The Women, Gender and Development Reader. London: Zed Books, 1997.Short accessible articles on a broad range of issues: conceptual frameworks, gender and the environment, power in the household, case studies of women’s work (of varied types, in varied contexts), economic crises and structural adjustment, health issues, women’s movements.

Online

WEBSITE with a wealth of downloadable papers & reports on gender & development issues:http://www.siyanda.org/

Women’s Environment and Development Organizationwww.wedo.org/

UN Development Fund for Women (UNIFEM):www.unifem.orgSee especially the book Progress of the World’s Women 2005: Women, Work and Poverty.

UNICEFwww.unicef.orgSee especially The State of the World’s Children 2007: The Double Dividend of Gender Equality.

Eliza Willis (Political Science)Suggested Readings for GDS 111

1. Kaufmann, Daniel “On Democracy and Development: Rejecting the Extremes,” ejournalUSA, Markets and Democracy, June 2008: 29-32

Kaufmann, currently the director of global governance at the World Bank Institute, discusses the highly contested and frequently examined question of the relationship between democracy and development (defined as growth). Empirical studies have not established a clear and unambiguous causal relationship (either positive or negative) between democracy and economic growth. Kaufmann argues that, in the short or medium term, other factors, especially technological catch up, have a more significant effect on growth rates than the type of political regime. In addition, the commonly accepted definition of democracy as free and fair elections is overly narrow. By enhancing freedom of expression and participatory voice, democracy improves governance that, in turn, is linked to higher levels of income. Voice may also lead to a reduction of corruption which has become a major impediment to development.

In view of the dramatic spread of democratic governments throughout the developing world and the priority placed on governance by the international development community, perhaps GDS 111 should directly address the debate about possible links between democracy and development. Kaufmann’s article provides an interesting perspective on the causal mechanisms through which democracy might enhance development. His instrumental view might be productively compared to Sen’s perspective in Democracy in Freedom that emphasizes both the instrumental and substantive value of democratic participation. Kaufmann’s framing might also be contrasted with the Lee thesis that suggests economic growth must necessarily precede democracy.

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2. Collier, Paul. The Bottom Billion: Why the Poorest Countries Are Failing and What Can Be Done About It (Oxford University Press, 2007)

Collier focuses his analysis on the 50 “failed states” that account for the “bottom billion” of the world’s poorest populations. In contrast to other developing countries that have experienced great improvements in their socioeconomic statistics over the past 20 years, many of these countries have actually suffered a decline in living standards. Traps (such as bad government, civil war and the resource curse) explain their failure to thrive. Collier calls for the G-8 to look beyond the usual (failed) approaches to development and use market and political power to achieve change in failed states.

Collier’s book could provide students with a more nuanced understanding of the significant differences among groups of developing countries. Collier’s realistic but positive approach contrasts with Sachs’s eager optimism and Easterly’s impatient pessimism. At the same time, his advocacy of highly interventionist strategies by the G-8 provides a rich subject for class debate.

3. Narlikar, Amrita. The World Trade Organization: A Very Short Introduction (Oxford University Press, 2005)

This book provides a good overview of the purposes, organization, and functioning of the WTO. The author goes beyond description, however, to show how power imbalances play out within the organization and the effect this has had on the interests and representation of developing countries. While generally presenting the perspective of the developing countries on the WTO, the author also offers some criticisms of their behavior.

Passages in this book might be useful for introducing students to basic features of the WTO and some of the controversies that have arisen since its creation. It is a good source for provoking discussion of power asymmetries in this important institution of global governance. Students might also benefit from considering how both developed and developing countries attempt to use these mechanisms of international cooperation to pursue their own interests.

Monty Roper (Anthropologist)Suggested Readings for GDS Students

Arturo Escobar 1995 Encountering Development: The Making and the Unmaking of the Third World. Princeton University Press

In this book, Escobar argues that the ‘third world’ was constructed by the first world. His critique includes an examination of failures of major top-down development projects, and a touch of dependency theory. The main thrust, however, is not the way in which the third world has been materially constructed, such as through greater indebtedness or poverty, but rather how it has been ideologically constructed. Escobar focuses on the discourses surrounding development and the first world hegemony that is reinforced through these discourses. Power thus is construed not in terms of financial wealth or political power, but the ability to construct the IDEA of the third world. Escobar looks at how institutions from the World Bank to colleges like Grinnell participate in this hegemonic process and thus colonize the third world through the development discourse. He focuses on development as a ‘regime of representation’ – a place where identities are constructed and violence is done.

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I like to use this book because it takes a very different approach from the debates over what should be done to alleviate poverty. It has sections that deal with women and sustainable development as well. Sustainable development, for example, is the colonization of the environment by the development discourse – it is the death of nature. I think that it is useful to get students to think about the power that they have and the nature of hegemony. I think that it is also useful to critique this approach, since Escobar gives little acknowledgement that there is real suffering in the world apart from that done by symbolic violence.

Robert Solow, "Sustainability: An Economist's Perspective", (In Dorfman and Dorfman, Economics of the Environment)

I stole this article from Mark Montgomery, who I think uses it in Resource and Environmental Economics. Solow criticizes the concept of sustainability as being generally pretty fuzzy about exactly what we are supposed to be sustaining. Should we do nothing that alters the environment? Are we really bound to ensure that we do not use up a resource? He argues that sustainability does not bind us to conserve any particular resource because ALL resources (natural and non-natural) are fungible. As long as we generate assets for the future with our use of natural resources and leave the future the capability of being as well off or more so as us, then we are being sustainable.

I really enjoy this article because it stimulates good discussion in, among other things, the value of getting the prices right in ensuring wise use of resources and the difficulty in knowing what those prices should be. I generally agree with Solow that IF we knew the real costs of using a resources, the system would likely work. But we do not always know the costs. We read this article along with others – one that argues that we can’t lump natural and non-natural resources, and another that takes a deep ecology approach, suggesting that there is a greater moral obligation to nature that goes beyond what its value is to us.

Norman Uphoff 1991 “Fitting Projects to People” In, Putting People First: Sociological Variables in Rural Development. Ed. Michael M. Cernea. Oxford University Press.

This article is somewhat dry, but includes a lot of very important information that I want my students to take from the course. It looks at three failed development projects and how those failures were due to the lack of a participatory approach to development. It then reviews the different kinds of participation that a development project might have and the kinds of information that are important to gather from people (e.g. seasonal work cycles, belief systems, local organization, etc.) I like to use this article as a way to introduce the importance of culture and participatory development. Finally, I like to shock students with the fact that the book is a World Bank Publication.

Charles David Kleymeyer (ed.) 1994 Cultural Experession & Grassroots Development: Cases from Latin America & the Caribbean. Lynne Rienner Publishers.

This book has a number of cases that focus on the importance of understanding and building on local culture to make projects work. It shows how doing so can be especially important with marginalized groups who have been made to feel that their culture is inferior. Building on the culture reinforces a sense of positive identity, the energy of which is then funneled back into the projects. The focus is less on recapturing some aspect of the ‘traditional’ past then on building a positive sense of identity and self respect.

I use this along with another article that shows that building on cultural energy does not necessarily mean building on tradition, but that modern technology can sometimes be used in ways that support local beliefs and values and thus built positive self identity.

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