DEPARTMENT OF POLITICAL SCIENCE
Faculty of Social and Management Sciences
BAYERO UNIVERSITY, KANO
POL 4313: PEACE AND CONFLICT RESOLUTION
Simulation of Conflict Management and Provention
A scenario of conflict in Nigeria is hereby imagined. It is this: “Nigeria is approaching breakdown of spoils politics whose consequences may lead to internal war, collapse of the state, emergence of warlords and private armies”.
As students of Peace and Conflict Resolution you are expected to study, discuss and debate this problem in a mock session of gathering/forum of professional organizations, Non-Governmental Organizations, Human Right Organizations, Women Organizations, Pro-Democracy Organizations, etc.
The intention is to dissect the problem and propose management, prevention and provention of the developing conflict situation.
Suggested guidelines for students study on the matter:
Þ Conceptual framework: Students are to note that conflict resolution and provention are literally the same. The only difference is that conflict resolution is a case of short-term approach to conflict which has already shown while prevention is the longer term policy approach to eliminate the sources of conflict.
§ Because of this difference, the procedures of conflict provention cannot be the same with procedures of conflict resolution.
§ In Provention there is the problem of what are the parties and what are the issues
§ Actually the parties in the case of the imagined conflict are not specific one, but the totality of the society.
§ The issues are broader of the common good, and of political interest and ideologies.
§ You have to be careful as conflict provention is like dealing with unknown and virtually never tried or never yet developed.
§ Again in conflict resolution the issues are observable but not in conflict provention
Þ What is the significant of this case – for stability; democracy and good governance; welfare of the people; sustainable development of Nigeria
§ Understanding the problem as conflict
§ Establish layers of causation
§ Democracy and intensification of the problem today
§ How the patronage system grows
§ What responses
§ The international communities
§ The civil society
§ The state
Þ The Risk Nigeria Faces because of the problem
Þ Risk Scenario; breakdown of order; state failure; growth of personalized rule with increasing spoils system; extending democracy
Þ Along the line what preventive measures are appropriate to challenge the causes? How can state collapse be recognized on the horizon and prevented? What are the effective remedies for the perceived causes and characteristics of the problem?
M.M. Yusif – January, 2007
Tuesday 31 July 2007
Teaching (Poem)
POETRY FROM M.M. YUSUF
TO MY STUDENTS
Teaching
Ah I mean Teaching profession
Hi where are you
Are you still alive
E which colour are you taking
Like legal profession, oh teaching
The most excelled in Nigeria
Done full because everybody wanted to be teacher
E E E E E E E E burst now
Oh where are you
Everybody de take race now
The remaining de scattered and play it individually
No longer the profession but self interest
Oh where are you
For some in the profession
It is like working in the system you don not like
Every incapacity the work is too much
Every failure the answer is the work is too much
Oh where are you this profession
E no be too much work good for any profession
It means one more efficient any profession
It makes one more effective
It makes one more responsible
It makes one more organized
That’s especially in teaching and research
And what of the ethics of it
Its world recognized principle
All darkened
Shining only in few areas
Hm Hm Hm no be this affect the quality
It is the reality
The teachers are too busy
Leave them
November, 2006
TO MY STUDENTS
Teaching
Ah I mean Teaching profession
Hi where are you
Are you still alive
E which colour are you taking
Like legal profession, oh teaching
The most excelled in Nigeria
Done full because everybody wanted to be teacher
E E E E E E E E burst now
Oh where are you
Everybody de take race now
The remaining de scattered and play it individually
No longer the profession but self interest
Oh where are you
For some in the profession
It is like working in the system you don not like
Every incapacity the work is too much
Every failure the answer is the work is too much
Oh where are you this profession
E no be too much work good for any profession
It means one more efficient any profession
It makes one more effective
It makes one more responsible
It makes one more organized
That’s especially in teaching and research
And what of the ethics of it
Its world recognized principle
All darkened
Shining only in few areas
Hm Hm Hm no be this affect the quality
It is the reality
The teachers are too busy
Leave them
November, 2006
WORKERS, GLOBALISATION AND INFORMATION AND COMMUNICATION TECHNOLOGY
WORKERS, GLOBALISATION AND INFORMATION AND COMMUNICATION TECHNOLOGY
BY
Ma’azu Mohammed Yusif
Department of Political Science,
Bayero University, Kano
For Discussion in a Forum of Civil Society Organisations in Kano, Organised by CITAD at Kano State Library, on
Tuesday 22nd May, 2007
Introduction
Fellow workers and representatives of Civil Society Organisations in Kano, participating in discussion forum on workers and ICTs. Specifically, the topic of this lecture is “Workers, Globalisation and ICTs”. I wish the organisers of this forum have framed the topic in a reverse form i.e. Globalisation, Workers and ICTs”, so that I can penetrate into the academic controversies about globalisation and workers and how the ‘new class’ of workers of the current era of globalisation could utilise the ICTs to carry out their struggles.
Nevertheless, I would still like to share with you some academic reflections about the topic given for discussion, so as to serve as a background for putting up our experience and thinking into discussion. Because for me when I meet and or interact with people from trade unions and other civil society organisations I open my mind and concentrate my attention to learn.
Following this direction I do not think it is possible to do justice to the discussion without first clarifying about the major concepts in the topic. Unless we make this clarification our discussion may be limited to old issues and ideas which have already given place to new structure of knowledge.
2. The Concepts
There are three concepts to be defined. There is however, a problem that concern definition. One is that a definition does not explain adequately what a subject is. Secondly, it does not give a critical conception of the phenomenon. But it explains it according to what usage the writer wants make about the term.
Globalisation
The discourse about the current globalisation is that the world has become a globalised planet, borderless with a World Economy in which national states have virtually disappeared and national sovereignty has lost its meaning.
That is the propaganda about the current globalisation. But this globalisation is not the first in the history of the development of human society. It is about expansion of capitalism and so there were many other globalisation before the current globalisation.
Therefore, the contemporary globalisation is just the latest phase of expansion of capitalism. The logic of changes in the expansion of capital pertains to what difficulties in process of accumulation it has gone through and what ways seem feasible to get out of the difficulties. Thus Eskor Toyo (2000: 16) noted that the current globalisation is “…strategically directed against the expansion and deepening of the victories of the labour movement in industrial capitalist countries and of the national liberation and socialist revolutions” in the world. As well as the progress in industrial development or revolution some countries in the Third World were making.
An important component in the growth and development of capital is the exploitation of labour, therefore, if we are searching for a precise definition of globalisation or the current globalisation, we may simply say is the expansion of production, exchange, etc. globally and the coordination and unification of these processes which in turn produces unified culture, politics, and ideology, for the benefits of the global transnational corporations.
In talking about the current globalisation, one must not forget to associate it with neo-liberalism. Because this is the strategy of the globalisation, such that it is called neo-liberal globalisation. By neo-liberalism, we are repeatedly told that it is the market that can do everything in the best way, not the state. Therefore, everything should be privatised, market should be allowed to determine wages, value of currency, in short everything including social services is for sale, if you want it buy it.
Workers
Human being exists to live. But nature cannot provide anything that man needs in a ready-made form. Much has to be produced by man himself. That means that man has to work. Through the process of work man transforms natural and other conditions to make him and the society to live. As Savchenko (1987) states ‘Labour is man’s purposeful activity through which he adopts natural objects and uses them to satisfy his needs”.
The work system evolved and changes with transformation of human society as determined by changes in the form of production. In the first stage, every human being is the owner of what he produced. Secondly, characteristic of a slave society, those who did the work and the means of doing the work are the properties of the lord. Therefore, the slaves are not independent workers. The third one, characteristic of a feudal society, is giving the means of production to the producer under an obligation to work on the kind of the landowner as well as his plot of land using the instruments of the landowner and in turn may receive some gift in cash or land. The fourth is a transformation of the third one into capitalist work system. In this case, there is no any bond or attachment between the worker and the owner of the means of production. The worker is independent and is in the market like every other commodity with his labour to sell.
Consequently, in a capitalist society a worker is one who has nothing but his labour as commodity to sell, receive wage and exclusively live on that.
Information and Communication Technology (ICT)
First, on information. It refers to facts and opinions provided and received during the course of daily relationship between people. Traditionally, there are so many sources of information: the mass media; library; electronic data banks such as Radio, Television, etc. Usage and control of information is very important in whatever one is doing. In reality, a person or an organisation or a system who masters use of information generates more information which are continuously communicated, and this gives one undue advantage of great influence in society.
While communication is the process of transmission of information usually via a common system of symbols e.g. Television, Radio, Computers, etc. Then communications technology is the electronic transfer of information from one location to another.
To be specific, information and communication technology (ICT) refers to the techniques for making and using electronic equipments such as computers and telecommunications which makes possible for acquiring, storing, processing, retrieving and distributing information and data including texts, and images to be transmitted anywhere in the world, provided the digital signals are found in that place.
Thus, the modern ICT is used for wide-range of activities such as in modern production/manufacturing system, in Government Administrative Services, businesses of all types, teaching and research, as well as in political struggles.
Because of the varied uses of modern ICT, Ernest J. Wilson (1998) distinguished the system into three different aspects, according to the use it can be put for. These are:
1. ICT as media
2. ICT as embedded-factor of production
3. ICT as driver of organisational change
A most significant component of the modern ICT is the internet system. The internet with all its components and various uses (The World Wide Web; Electronic Mail; File Transfer Protocol; Internet Relay Chart; Usenet) is a powerful network which ensure access to information, but which on the other hand asserted control of information by those who guides the information system.
Even in the Third World countries public access to the internet has become more widely available since the mid – 1990s. Especially in Latin America propelled by non-governmental organisations (NGOs) and grassroots civil organisations. These organisations use this worldwide network for mobilisation of people for varied things including anti-imperialism and “National Liberation” from neo-liberalism. Also for increased and faster liberalisation of the polity and democratisation of the society. True, in all the cases it is the most effective instrument of mass communication which could reach the recipients without audience. Hence it is a great instrument against the state and by its power of communication it becomes uncontrollable even by those who invented it. Therefore, it could also work against globalisation interests.
3. Workers in the Current Globalisation
Here it may look as if the emphasis is on class politics and analysis of globalisation which will focus on capitalist class division between the Bourgeoisie and the working-class. However, a critical observation and getting into the literature would certainly call for reflection. One reason is that “globalisation has changed everything” including the structure and processes of production which also affect the primacy of social relations of production and the constitution of the antagonistic classes in particular.
The debate on this matter cannot even be classified. Nevertheless, there is one direction showing that production and processes of class formation is globalised. Accordingly, there is global ruling-class and transnational state. In this set of the argument only the capitalist class is acknowledged and the other classes ignored as if they do not exist.
As for labour it is said that there is ongoing recomposition of it in a condition of almost globally universal relation of capital. Those who go to the extreme think that workers are displaced by information to the extent that the working-class does no longer exist.
On the contrary, it is said that indeed there is a reformulation of international division of labour thesis in the context of globalisation, but “capital is still dependent on exploiting workers for profit, and that the exploitation has shifted to the underdeveloped countries of the Third World. (Harrod; 1987).
Although it can be recognised that both capital and labour are fragmented beyond the recognition of any Marxist theory. As under condition of fragmented production, capital splits into thousands of production capacity covering the distinction between ownership of working capital and labour, and the output of labour is paid under casualisation or part-time employment, or as contracts or through self-employment or piecemeal work (Ibid 181).
Therefore, the classes too become fragmented and divided into (i) Those who control big corporations operating on a world scale (2) those who control big nation-based enterprises and industrial groups (3) locally-based petty capitalists. Then the exploited classes are further divided into (1) a middle stratum of scientific, technical and supervisory personnel (2) established workers (3) non-established workers (4) new industrial labour forces in the industrialising Third World countries and (5) peasants and marginal (Ibid. 181).
It is nothing but pro-globalist desperation for continues exploitation of Third World workers that they are writing all rubbish about death of workers. Of course, according to their view on globalisation, the world is something different from capitalism and it is in which social classes, imperialism and ideologies came to an end. Furthermore, for them, since the traditional workers have disappeared and following the logic of neo-liberalism, trade unions too must go, and disappear.
4. Workers and ICTs in the Era of Globalisation
The relationship between globalisation and ICT is obvious. While globalisation is a network of processes which connected the globe, the modern ICT is also a network of devices for generation of information across the globe.
Both bring about revolution in the world because they have dissolved the old system and makes new out of it. In short, they have changed everything. Each one of them needs the other, although because of centrality of globalisation, the ICTs is said to be a greater force, moving the globalised world.
For die hard proglobalists some of the revolutionary changes these bring is that the workers and or the working-class have disappeared. The political implication of this is that the workers are no longer constituted or reconstituted as a social force for social transformation. The logic for this reasoning is that as a result of globalisation there are diverse groups marginalised and that the “third wave of democratisation and the growth of civil society raised serious challenges to class politics. Furthermore, it is said that the complexity of the problems are such that cannot be addressed by class politics.
These not withstanding, the question remains that, under these conditions what strategies can be used to liberate societies battered by neo-liberalism. Theoretically, the question of “Another world is possible” is worth exploring. One direction is to re-create a radical nationalist project which would oppose neo-liberal globalisation in favour of nation-centred policies. To carryout this a new political force must come out and find new roots in the working-class, in alliance with semi-proletariat across the rural-urban divide and which must not rely on contemporary neo-liberal political parties, the state and external interference. Of course, with ideological clarify to build a mass movement in opposition to neo-liberalism.
The second direction is to globalise resistance against neo-liberal globalisation. This is a higher level, beyond national. It is about transnationalisation of opposition. This requires a high level of coordination, both nationally and internationally around a minimum program of action against neo-liberal globalisation. This implies that the “National Liberation” against neo-liberal globalisation can better be executed at global level. In this strategy the workers/working-class, (because of extroverted pattern of accumulation, marginalisation of workers by neo-liberalism, and by global restriction of movement still imposed on labour) lack the capacity for independent political action globally.
Meanwhile, the civil society is already fixed against authoritarianism and democratisation of society. The expression “civil society” is very complex. In the last 20 years people have abandoned the academic and political history that had defined the concept centuries ago. One perspective of the civil society in the past is in the Gramscian theory which sees the civil society as a class phenomenon with a bourgeoisie civil society which comprised a series of political parties and formally private organisations and associations through which influence is exercised over the masses (Lars Rudebeck and Olle Tornquist; 1995: 22). This recognise also an alternative civil society of the masses to check the powers of capital and bourgeois state.
However, there seems to be a contradiction between modern civil society and class organisations and actions. This is not just a cynical reflection, but because while the modern civil society has great capacity of mobilising against neo-liberal globalisation, and while they are able to hold greatest and largest global demonstrations, yet they lack theoretical focus on anti-globalisation and lack ideological clarify and alternative programme against neo-liberal globalisation.
Any formulation of strategy and tactics against neo-liberalism is to balance the two directions highlighted so that the modern civil society could combine general mobilisation of all groups, social movements and class organisations for a mass support and campaign as well as opposition against neo-liberalism.
This type of coalition is capable of bringing together wider range of issues and methods to withstand the assault of neo-liberation. In any way the mobilisation and the opposition can move from the streets and other scenes to the use of ICT (internet) and therefore national struggle also becomes global.
The widespread computer networks made it possible for literally millions of people living in different countries to form a populous cyber village or even family through sharing of information. The rapidly of this network is facilitated and accelerated by local and transnational NGOs who built a common bond of provision of common services globally. Secondly, the commonality of activities, of sharing common resources, of information, etc. created a bond of solidarity, resulting in a global organisation.
To understand this development in proper perspective, it is in order, to imagine that a kind of social network is fast emerging in African countries. Promoted by neo-liberalism this involved the economy, the polity and all other things about them.
Given access to electronic networks, activities located physically in different countries can link up more easily than ever before. The Net provides new spaces for new political discussions about democracy, revolution and self-determination, though it does not provide solutions to the differences that exist; it is merely a means to accelerate the search for such solutions (Harry Cleaver, 1998).
The Zapatista Movement in Mexico, Latin America is a perfect example of a group which has successfully made use of the Net to mobilise against the Government of Mexico. I think we need not get into the debate about the politics, ideology and class support of Zapatista. It may simply be characterised as an independent civil society organisation which evolved out of the movement three layers: the indigenous peasants of Chiapas; educated middle class; and myriad of local and international NGOs; which gives the movement its Netwar relevance (David Ronfeldt and John Arquilla (1998).
The most important from revolutionary stand point about Zapatista is that, as the whole world has gone neo-liberal it is the first movement which through insurgency opposes neo-liberalism. That is why it is called many names such as “New-World warrior”; internet guerrillas; post-modern liberation movement; etc.
The Zapatistas did not have enormous resources to get their own internet connections, fax machines, and cellular phones. Yet they used these facilities to great effect for conveying Zapatistas views, and for communicating and coordinating with each other, and for creating extra-ordinary mobilisation of support which by passed whatever the government of Mexico was able to do. The movement has already made unreversable impact on the net as there are hundreds websites and thousands of web pages about the Zapatistas such that Ronfeldt and Anquilla (1998) observed that even Google cannot stop when you click Zapatista.
5. Conclusion
The problem with civil society polities in Nigeria and most African countries is accommodation with neo-liberalism. If the sources of radicalisation and opposition is to be search, it will require a political force which can combine class action, nationalist politics and globalism.
This must be a new political force which in Nigeria can be an independent civil society organisation which could master the resources and courage to bring various groups with different attachment to neo-liberalism to define a new programme of opposition which must include mass base education about neo-liberalism in order to build support against the system. For example, here in Nigeria we can organise community discussions on neglecting social welfare issues, lagging of democratisation; wages and salaries; etc.
Work Cited
1. Ali Mazrui (2000). “Nigeria between Lord Lugard and the Digital Divide; Political Culture and the Skill Revolution”, Website
2. Cleaver Harry (1998). “The Zapatistas effect: The internet and the rise of an Alternative Political Fabric”. Journal of International Affair Vol. 51 No.2
3. Curl LaBond (2000). “Is Internet Access helping or hindering Civil Society Organisation”. Website
4. David Ronfeldt and John Arquilla (1998). “Emergence and Influence of the Zapatista Social Netwar”. In John Holloway and Eloine Palaez (eds.) Zapatista reinvending revolution in Mexico Pluto Press, London
5. Ernest J. Wilson (1998). Globalisation, Information Technology and Conflict in the Second and third Worlds. Website
6. Esko Toyo (2000). “Background to Globalisation”. ASUU Educational Publication Series(2)
7. Harrol J. (1987). Power, production and unprotected worker New York. Colombia University Press.
8. Petter Gibbon (1996). “Theoretical Reflections on Development, Democratisation, and Civil Society”. In Lars Rudeback and Olle Tornquist (eds.). Democratisation in the Third World. Concrete cases in comparative and theoretical perspectives. Uppsala University, Sweden
9. Savchenco P. (1987). What is Labour. Progress Publishers, Moscow
10. Yusif M.M. (2004). “How to use Internet to source reading materials”. A paper to guide students on how to use Internet facilities for reading and research.
BY
Ma’azu Mohammed Yusif
Department of Political Science,
Bayero University, Kano
For Discussion in a Forum of Civil Society Organisations in Kano, Organised by CITAD at Kano State Library, on
Tuesday 22nd May, 2007
Introduction
Fellow workers and representatives of Civil Society Organisations in Kano, participating in discussion forum on workers and ICTs. Specifically, the topic of this lecture is “Workers, Globalisation and ICTs”. I wish the organisers of this forum have framed the topic in a reverse form i.e. Globalisation, Workers and ICTs”, so that I can penetrate into the academic controversies about globalisation and workers and how the ‘new class’ of workers of the current era of globalisation could utilise the ICTs to carry out their struggles.
Nevertheless, I would still like to share with you some academic reflections about the topic given for discussion, so as to serve as a background for putting up our experience and thinking into discussion. Because for me when I meet and or interact with people from trade unions and other civil society organisations I open my mind and concentrate my attention to learn.
Following this direction I do not think it is possible to do justice to the discussion without first clarifying about the major concepts in the topic. Unless we make this clarification our discussion may be limited to old issues and ideas which have already given place to new structure of knowledge.
2. The Concepts
There are three concepts to be defined. There is however, a problem that concern definition. One is that a definition does not explain adequately what a subject is. Secondly, it does not give a critical conception of the phenomenon. But it explains it according to what usage the writer wants make about the term.
Globalisation
The discourse about the current globalisation is that the world has become a globalised planet, borderless with a World Economy in which national states have virtually disappeared and national sovereignty has lost its meaning.
That is the propaganda about the current globalisation. But this globalisation is not the first in the history of the development of human society. It is about expansion of capitalism and so there were many other globalisation before the current globalisation.
Therefore, the contemporary globalisation is just the latest phase of expansion of capitalism. The logic of changes in the expansion of capital pertains to what difficulties in process of accumulation it has gone through and what ways seem feasible to get out of the difficulties. Thus Eskor Toyo (2000: 16) noted that the current globalisation is “…strategically directed against the expansion and deepening of the victories of the labour movement in industrial capitalist countries and of the national liberation and socialist revolutions” in the world. As well as the progress in industrial development or revolution some countries in the Third World were making.
An important component in the growth and development of capital is the exploitation of labour, therefore, if we are searching for a precise definition of globalisation or the current globalisation, we may simply say is the expansion of production, exchange, etc. globally and the coordination and unification of these processes which in turn produces unified culture, politics, and ideology, for the benefits of the global transnational corporations.
In talking about the current globalisation, one must not forget to associate it with neo-liberalism. Because this is the strategy of the globalisation, such that it is called neo-liberal globalisation. By neo-liberalism, we are repeatedly told that it is the market that can do everything in the best way, not the state. Therefore, everything should be privatised, market should be allowed to determine wages, value of currency, in short everything including social services is for sale, if you want it buy it.
Workers
Human being exists to live. But nature cannot provide anything that man needs in a ready-made form. Much has to be produced by man himself. That means that man has to work. Through the process of work man transforms natural and other conditions to make him and the society to live. As Savchenko (1987) states ‘Labour is man’s purposeful activity through which he adopts natural objects and uses them to satisfy his needs”.
The work system evolved and changes with transformation of human society as determined by changes in the form of production. In the first stage, every human being is the owner of what he produced. Secondly, characteristic of a slave society, those who did the work and the means of doing the work are the properties of the lord. Therefore, the slaves are not independent workers. The third one, characteristic of a feudal society, is giving the means of production to the producer under an obligation to work on the kind of the landowner as well as his plot of land using the instruments of the landowner and in turn may receive some gift in cash or land. The fourth is a transformation of the third one into capitalist work system. In this case, there is no any bond or attachment between the worker and the owner of the means of production. The worker is independent and is in the market like every other commodity with his labour to sell.
Consequently, in a capitalist society a worker is one who has nothing but his labour as commodity to sell, receive wage and exclusively live on that.
Information and Communication Technology (ICT)
First, on information. It refers to facts and opinions provided and received during the course of daily relationship between people. Traditionally, there are so many sources of information: the mass media; library; electronic data banks such as Radio, Television, etc. Usage and control of information is very important in whatever one is doing. In reality, a person or an organisation or a system who masters use of information generates more information which are continuously communicated, and this gives one undue advantage of great influence in society.
While communication is the process of transmission of information usually via a common system of symbols e.g. Television, Radio, Computers, etc. Then communications technology is the electronic transfer of information from one location to another.
To be specific, information and communication technology (ICT) refers to the techniques for making and using electronic equipments such as computers and telecommunications which makes possible for acquiring, storing, processing, retrieving and distributing information and data including texts, and images to be transmitted anywhere in the world, provided the digital signals are found in that place.
Thus, the modern ICT is used for wide-range of activities such as in modern production/manufacturing system, in Government Administrative Services, businesses of all types, teaching and research, as well as in political struggles.
Because of the varied uses of modern ICT, Ernest J. Wilson (1998) distinguished the system into three different aspects, according to the use it can be put for. These are:
1. ICT as media
2. ICT as embedded-factor of production
3. ICT as driver of organisational change
A most significant component of the modern ICT is the internet system. The internet with all its components and various uses (The World Wide Web; Electronic Mail; File Transfer Protocol; Internet Relay Chart; Usenet) is a powerful network which ensure access to information, but which on the other hand asserted control of information by those who guides the information system.
Even in the Third World countries public access to the internet has become more widely available since the mid – 1990s. Especially in Latin America propelled by non-governmental organisations (NGOs) and grassroots civil organisations. These organisations use this worldwide network for mobilisation of people for varied things including anti-imperialism and “National Liberation” from neo-liberalism. Also for increased and faster liberalisation of the polity and democratisation of the society. True, in all the cases it is the most effective instrument of mass communication which could reach the recipients without audience. Hence it is a great instrument against the state and by its power of communication it becomes uncontrollable even by those who invented it. Therefore, it could also work against globalisation interests.
3. Workers in the Current Globalisation
Here it may look as if the emphasis is on class politics and analysis of globalisation which will focus on capitalist class division between the Bourgeoisie and the working-class. However, a critical observation and getting into the literature would certainly call for reflection. One reason is that “globalisation has changed everything” including the structure and processes of production which also affect the primacy of social relations of production and the constitution of the antagonistic classes in particular.
The debate on this matter cannot even be classified. Nevertheless, there is one direction showing that production and processes of class formation is globalised. Accordingly, there is global ruling-class and transnational state. In this set of the argument only the capitalist class is acknowledged and the other classes ignored as if they do not exist.
As for labour it is said that there is ongoing recomposition of it in a condition of almost globally universal relation of capital. Those who go to the extreme think that workers are displaced by information to the extent that the working-class does no longer exist.
On the contrary, it is said that indeed there is a reformulation of international division of labour thesis in the context of globalisation, but “capital is still dependent on exploiting workers for profit, and that the exploitation has shifted to the underdeveloped countries of the Third World. (Harrod; 1987).
Although it can be recognised that both capital and labour are fragmented beyond the recognition of any Marxist theory. As under condition of fragmented production, capital splits into thousands of production capacity covering the distinction between ownership of working capital and labour, and the output of labour is paid under casualisation or part-time employment, or as contracts or through self-employment or piecemeal work (Ibid 181).
Therefore, the classes too become fragmented and divided into (i) Those who control big corporations operating on a world scale (2) those who control big nation-based enterprises and industrial groups (3) locally-based petty capitalists. Then the exploited classes are further divided into (1) a middle stratum of scientific, technical and supervisory personnel (2) established workers (3) non-established workers (4) new industrial labour forces in the industrialising Third World countries and (5) peasants and marginal (Ibid. 181).
It is nothing but pro-globalist desperation for continues exploitation of Third World workers that they are writing all rubbish about death of workers. Of course, according to their view on globalisation, the world is something different from capitalism and it is in which social classes, imperialism and ideologies came to an end. Furthermore, for them, since the traditional workers have disappeared and following the logic of neo-liberalism, trade unions too must go, and disappear.
4. Workers and ICTs in the Era of Globalisation
The relationship between globalisation and ICT is obvious. While globalisation is a network of processes which connected the globe, the modern ICT is also a network of devices for generation of information across the globe.
Both bring about revolution in the world because they have dissolved the old system and makes new out of it. In short, they have changed everything. Each one of them needs the other, although because of centrality of globalisation, the ICTs is said to be a greater force, moving the globalised world.
For die hard proglobalists some of the revolutionary changes these bring is that the workers and or the working-class have disappeared. The political implication of this is that the workers are no longer constituted or reconstituted as a social force for social transformation. The logic for this reasoning is that as a result of globalisation there are diverse groups marginalised and that the “third wave of democratisation and the growth of civil society raised serious challenges to class politics. Furthermore, it is said that the complexity of the problems are such that cannot be addressed by class politics.
These not withstanding, the question remains that, under these conditions what strategies can be used to liberate societies battered by neo-liberalism. Theoretically, the question of “Another world is possible” is worth exploring. One direction is to re-create a radical nationalist project which would oppose neo-liberal globalisation in favour of nation-centred policies. To carryout this a new political force must come out and find new roots in the working-class, in alliance with semi-proletariat across the rural-urban divide and which must not rely on contemporary neo-liberal political parties, the state and external interference. Of course, with ideological clarify to build a mass movement in opposition to neo-liberalism.
The second direction is to globalise resistance against neo-liberal globalisation. This is a higher level, beyond national. It is about transnationalisation of opposition. This requires a high level of coordination, both nationally and internationally around a minimum program of action against neo-liberal globalisation. This implies that the “National Liberation” against neo-liberal globalisation can better be executed at global level. In this strategy the workers/working-class, (because of extroverted pattern of accumulation, marginalisation of workers by neo-liberalism, and by global restriction of movement still imposed on labour) lack the capacity for independent political action globally.
Meanwhile, the civil society is already fixed against authoritarianism and democratisation of society. The expression “civil society” is very complex. In the last 20 years people have abandoned the academic and political history that had defined the concept centuries ago. One perspective of the civil society in the past is in the Gramscian theory which sees the civil society as a class phenomenon with a bourgeoisie civil society which comprised a series of political parties and formally private organisations and associations through which influence is exercised over the masses (Lars Rudebeck and Olle Tornquist; 1995: 22). This recognise also an alternative civil society of the masses to check the powers of capital and bourgeois state.
However, there seems to be a contradiction between modern civil society and class organisations and actions. This is not just a cynical reflection, but because while the modern civil society has great capacity of mobilising against neo-liberal globalisation, and while they are able to hold greatest and largest global demonstrations, yet they lack theoretical focus on anti-globalisation and lack ideological clarify and alternative programme against neo-liberal globalisation.
Any formulation of strategy and tactics against neo-liberalism is to balance the two directions highlighted so that the modern civil society could combine general mobilisation of all groups, social movements and class organisations for a mass support and campaign as well as opposition against neo-liberalism.
This type of coalition is capable of bringing together wider range of issues and methods to withstand the assault of neo-liberation. In any way the mobilisation and the opposition can move from the streets and other scenes to the use of ICT (internet) and therefore national struggle also becomes global.
The widespread computer networks made it possible for literally millions of people living in different countries to form a populous cyber village or even family through sharing of information. The rapidly of this network is facilitated and accelerated by local and transnational NGOs who built a common bond of provision of common services globally. Secondly, the commonality of activities, of sharing common resources, of information, etc. created a bond of solidarity, resulting in a global organisation.
To understand this development in proper perspective, it is in order, to imagine that a kind of social network is fast emerging in African countries. Promoted by neo-liberalism this involved the economy, the polity and all other things about them.
Given access to electronic networks, activities located physically in different countries can link up more easily than ever before. The Net provides new spaces for new political discussions about democracy, revolution and self-determination, though it does not provide solutions to the differences that exist; it is merely a means to accelerate the search for such solutions (Harry Cleaver, 1998).
The Zapatista Movement in Mexico, Latin America is a perfect example of a group which has successfully made use of the Net to mobilise against the Government of Mexico. I think we need not get into the debate about the politics, ideology and class support of Zapatista. It may simply be characterised as an independent civil society organisation which evolved out of the movement three layers: the indigenous peasants of Chiapas; educated middle class; and myriad of local and international NGOs; which gives the movement its Netwar relevance (David Ronfeldt and John Arquilla (1998).
The most important from revolutionary stand point about Zapatista is that, as the whole world has gone neo-liberal it is the first movement which through insurgency opposes neo-liberalism. That is why it is called many names such as “New-World warrior”; internet guerrillas; post-modern liberation movement; etc.
The Zapatistas did not have enormous resources to get their own internet connections, fax machines, and cellular phones. Yet they used these facilities to great effect for conveying Zapatistas views, and for communicating and coordinating with each other, and for creating extra-ordinary mobilisation of support which by passed whatever the government of Mexico was able to do. The movement has already made unreversable impact on the net as there are hundreds websites and thousands of web pages about the Zapatistas such that Ronfeldt and Anquilla (1998) observed that even Google cannot stop when you click Zapatista.
5. Conclusion
The problem with civil society polities in Nigeria and most African countries is accommodation with neo-liberalism. If the sources of radicalisation and opposition is to be search, it will require a political force which can combine class action, nationalist politics and globalism.
This must be a new political force which in Nigeria can be an independent civil society organisation which could master the resources and courage to bring various groups with different attachment to neo-liberalism to define a new programme of opposition which must include mass base education about neo-liberalism in order to build support against the system. For example, here in Nigeria we can organise community discussions on neglecting social welfare issues, lagging of democratisation; wages and salaries; etc.
Work Cited
1. Ali Mazrui (2000). “Nigeria between Lord Lugard and the Digital Divide; Political Culture and the Skill Revolution”, Website
2. Cleaver Harry (1998). “The Zapatistas effect: The internet and the rise of an Alternative Political Fabric”. Journal of International Affair Vol. 51 No.2
3. Curl LaBond (2000). “Is Internet Access helping or hindering Civil Society Organisation”. Website
4. David Ronfeldt and John Arquilla (1998). “Emergence and Influence of the Zapatista Social Netwar”. In John Holloway and Eloine Palaez (eds.) Zapatista reinvending revolution in Mexico Pluto Press, London
5. Ernest J. Wilson (1998). Globalisation, Information Technology and Conflict in the Second and third Worlds. Website
6. Esko Toyo (2000). “Background to Globalisation”. ASUU Educational Publication Series(2)
7. Harrol J. (1987). Power, production and unprotected worker New York. Colombia University Press.
8. Petter Gibbon (1996). “Theoretical Reflections on Development, Democratisation, and Civil Society”. In Lars Rudeback and Olle Tornquist (eds.). Democratisation in the Third World. Concrete cases in comparative and theoretical perspectives. Uppsala University, Sweden
9. Savchenco P. (1987). What is Labour. Progress Publishers, Moscow
10. Yusif M.M. (2004). “How to use Internet to source reading materials”. A paper to guide students on how to use Internet facilities for reading and research.
WEBSITES FOR TEACHING AND RESEARCH
WEBSITES FOR TEACHING AND RESEARCH
“EBSCO HOST”
E-JOURNAL LIBRARY
WEBSITE: http:\\ search.epnet.com
USER ID: elfc
PASSWORD: NIGERIA
Other Sites for Teaching, Learning and Research
- www.doaj.org
- www.inasp.into\ajol
- www.inasp.info
- www.ifla.org/iv/index.htm
- www.cia gov/cia/publications/factbook/index.html
- www.itrain online.org
- www.military.com
- wikepedia website is also relevant
“EBSCO HOST”
E-JOURNAL LIBRARY
WEBSITE: http:\\ search.epnet.com
USER ID: elfc
PASSWORD: NIGERIA
Other Sites for Teaching, Learning and Research
- www.doaj.org
- www.inasp.into\ajol
- www.inasp.info
- www.ifla.org/iv/index.htm
- www.cia gov/cia/publications/factbook/index.html
- www.itrain online.org
- www.military.com
- wikepedia website is also relevant
Using e-journal and e-books for teaching learning and research
DEPARTMENT OF POLITICAL SCIENCE
FACULTY OF SOCIAL AND MANAGEMENT SCIENCES
BAYERO UNIVERSITY, KANO
Using e-journal and e-books for teaching learning and research
Modern information and communication technologies (ICTs) is now a great source of information for teaching, learning and research which cannot be ignored by students, teachers and researchers, especially in tertiary institutions. The internet system in particular has different types of online resources which one can access information appropriate for teaching, learning and research.
For the purpose of writing this note for my students. Resources for literature researches available include.
1. Electronic journals
2. Collections of papers, articles, pre-prints
3. Online bibliographic databases
4. Abstracts
5. Tables of contents
6. Library catalogues
7. Online texts and textbooks
8. Online Conferences/meetings materials
9. Other resources such as Data archives; Datasets; Statistical packages for data analysis; course plans and lecture notes; online tutorials; online training materials; etc.
One Website for E-Journal is “EBSCO HOST”. The procedure to open this:
- User ID ……………..
- Password …………..
- When you open the internet explorer check
o Academic search premier
o From there go publications
o Then type the name of the journal
o It will show you – Browse; enter;
o Then go either Browse or enter
o It will give you names of the volumes of the journal
o Then you can choose
o You can open the articles and read or download the one you are searching
However, recalling my experience with all categories of students on use of internet for learning and research, there is need for a caution.
- That online materials is not a substitute for traditional materials sourced from the library. That is why very often I select and give materials not from internet.
- Students should know what information they need from library and what from online
- Students should regard information from internet for analysis and interpretation.
M.M. Yusuf October 2006
FACULTY OF SOCIAL AND MANAGEMENT SCIENCES
BAYERO UNIVERSITY, KANO
Using e-journal and e-books for teaching learning and research
Modern information and communication technologies (ICTs) is now a great source of information for teaching, learning and research which cannot be ignored by students, teachers and researchers, especially in tertiary institutions. The internet system in particular has different types of online resources which one can access information appropriate for teaching, learning and research.
For the purpose of writing this note for my students. Resources for literature researches available include.
1. Electronic journals
2. Collections of papers, articles, pre-prints
3. Online bibliographic databases
4. Abstracts
5. Tables of contents
6. Library catalogues
7. Online texts and textbooks
8. Online Conferences/meetings materials
9. Other resources such as Data archives; Datasets; Statistical packages for data analysis; course plans and lecture notes; online tutorials; online training materials; etc.
One Website for E-Journal is “EBSCO HOST”. The procedure to open this:
- User ID ……………..
- Password …………..
- When you open the internet explorer check
o Academic search premier
o From there go publications
o Then type the name of the journal
o It will show you – Browse; enter;
o Then go either Browse or enter
o It will give you names of the volumes of the journal
o Then you can choose
o You can open the articles and read or download the one you are searching
However, recalling my experience with all categories of students on use of internet for learning and research, there is need for a caution.
- That online materials is not a substitute for traditional materials sourced from the library. That is why very often I select and give materials not from internet.
- Students should know what information they need from library and what from online
- Students should regard information from internet for analysis and interpretation.
M.M. Yusuf October 2006
Man (Poem)
Poetry from M.M. Yusuf
To: My Students
Man
Oh! Man is experience
The same because of experience
Distinct because of experience
Do not fear anything
You are the same
Only experience differs you
Fear is experience
Do away with it
Otherwise it will become part of you
Your dictator
Your life forever
Some of you better
Because of experience
You are man
Can acquire the same experience
November, 2006
To: My Students
Man
Oh! Man is experience
The same because of experience
Distinct because of experience
Do not fear anything
You are the same
Only experience differs you
Fear is experience
Do away with it
Otherwise it will become part of you
Your dictator
Your life forever
Some of you better
Because of experience
You are man
Can acquire the same experience
November, 2006
Human are not the same
Human are not the same
He is not like you
You are not like him
You are different
You don’t have to be the same
It is great not to be the same
Nature has made you different
Experience makes you not the same
Your family background differs
Yes! You are different
Your eyes are not of the same colour
So the colour of your skin
The entire physical and mental structure
Values too are not the same
They don’t have to be the same
They must be different
Why must he be like you
Ah! You don’t like him
Because you are not the same
Hmm! Your values are different
Your orientation too
Your experience varies
Your characteristics too
Ah! Human being must be different
Not the same in level of their intelligence
In their capacity
In their ideas
In their development
That is the basis of the progress of human society
Which kind of life is this
In the Academia
Centre of knowledge and science
Of integration of cultures
Eeee! The differences
Become a Union
Human society will excel
M.M. Yusif
June, 2007
He is not like you
You are not like him
You are different
You don’t have to be the same
It is great not to be the same
Nature has made you different
Experience makes you not the same
Your family background differs
Yes! You are different
Your eyes are not of the same colour
So the colour of your skin
The entire physical and mental structure
Values too are not the same
They don’t have to be the same
They must be different
Why must he be like you
Ah! You don’t like him
Because you are not the same
Hmm! Your values are different
Your orientation too
Your experience varies
Your characteristics too
Ah! Human being must be different
Not the same in level of their intelligence
In their capacity
In their ideas
In their development
That is the basis of the progress of human society
Which kind of life is this
In the Academia
Centre of knowledge and science
Of integration of cultures
Eeee! The differences
Become a Union
Human society will excel
M.M. Yusif
June, 2007
E-JOURNAL LIBRARY WEEK FOR LEARNING AND RESEARCH
E-JOURNAL LIBRARY WEEK FOR LEARNING AND RESEARCH
This week (from 18/01/07 – 24/01/07) is e-journal for Teaching, Learning and Research Week.
· Read again pages 14 and 15 of the Teaching Programme on Military and Politics 2006/2007 which you downloaded from my e-mail address (polbuk@uahoo.com) for students.
· Meet in your respective seminars during the week. Your seminar leaders who were carried to the ICT Library and given orientation on how to operate the “EBSCO HOST” e-journal website will also teach you how to operate the website.
· Discuss the lesson received from your seminar leaders until you understand how to do it very well.
· If there is need each seminar can collectively go to any café or the ICT facilities on the campus in order to learn it practically.
· Then each student would on his own reach the “EBSCO HOST” e-journal library and access any one article on any e-journal relevant to the subject –matter of the programme on Military and Politics 2006/2007.
· One can access relevant article from any Political Studies Journal, but there are some journals specially dealing with military affairs. Such as Armed Forces and Society’ Journal of Military History; Journal of Civil-Military Relations; etc
· Each student would write a one-page report on his/her experience during the week.
This week (from 18/01/07 – 24/01/07) is e-journal for Teaching, Learning and Research Week.
· Read again pages 14 and 15 of the Teaching Programme on Military and Politics 2006/2007 which you downloaded from my e-mail address (polbuk@uahoo.com) for students.
· Meet in your respective seminars during the week. Your seminar leaders who were carried to the ICT Library and given orientation on how to operate the “EBSCO HOST” e-journal website will also teach you how to operate the website.
· Discuss the lesson received from your seminar leaders until you understand how to do it very well.
· If there is need each seminar can collectively go to any café or the ICT facilities on the campus in order to learn it practically.
· Then each student would on his own reach the “EBSCO HOST” e-journal library and access any one article on any e-journal relevant to the subject –matter of the programme on Military and Politics 2006/2007.
· One can access relevant article from any Political Studies Journal, but there are some journals specially dealing with military affairs. Such as Armed Forces and Society’ Journal of Military History; Journal of Civil-Military Relations; etc
· Each student would write a one-page report on his/her experience during the week.
Using E-Mail for Teaching, Learning and Research
DEPARTMENT OF POLITICAL SCIENCE
FACULTY OF SOCIAL AND MANAGEMENT SCIENCES
BAYERO UNIVERSITY, KANO
Using E-Mail for Teaching, Learning and Research
It seems that students of all levels are eager to start using E-mail for learning and research. In the last three years all categories of my students, in their comments on “critical comment on classroom experience” agitated for going E-mail in my programme of teaching. In 2005/2006 Academic Session all my teaching programmes for levels II, III and IV contained provisions for E-mail learning. For obvious reasons i.e. lack of adequate computers and internet facilities easily accessible to every students, we are unable to start.
What is E-mail? Mail simply means send by post. An E-mail is an electronic mail i.e. sending message by electronic means. In other words an e-mail message is a simple text message sent to a recipient. One of the many advantages of being online is the use of electronic mail, which is popularly known as e-mail.
Every training manual on internet also teach about e-mail. There are two main methods one can start e-mail programmes:
- When you open your internet explorer click on your browser’s mail icon.
- You can also start your e-mail programmes by clicking the windows start button by the lower left-hand corner of your display which will also carry you to the e-mail software on clicking the e-mail programmes.
Using an e-mail software to send an e-mail message has four-step process:
- Open your e-mail software
- Compose a message
- Send the message to your outbox
- Transmit the message
When you send the message to your outbox, you have to transmit it by the same process. Otherwise the message will never leave your computers as sending the message to outbox is different from transmitting the message.
E-mail is another great machine of the modern ICT for teaching, learning and research.
- It is easy to use, very fast and allows sharing of or collaboration on documents
- Like the internet system it has an advantage of communication from one-to-many
- It can widely be used by students for debate, discussion, disseminating information, surveys and questionnaires, locating colleagues and even electronic meetings.
The structure, content and wordings of e-mail text determine the understanding of the message by recipients. Therefore, there is need to manage e-mail carefully. This is because what you send might not be what is received. Thus:
- Remember that your message could reach thousands of peoples, therefore think carefully before sending polemical response
- Normally use two-line breaks between paragraphs.
- Be concise and clear
- Check your texts to correct grammatical errors before you send
- Try to avoid sending large attachments
- Use plan text as styled text may cause problems for some e-mail programmes
- E-mail messages – if you are a regular sender of texts that will gradually refine your written English language.
There are many automated distribution systems in e-mail software. These include: JISmail; LISTSERV; NYPERmail; MAJORDOMO; etc. The JISC mail website is the major server of e-mail for teaching, learning and research. This server provides electronic discussion lists for the higher education community. It has thousands of discussion lists with variety of subjects and hundreds of thousands members world-wide.
I have no doubt that as we have already gone internet for teaching, learning and research each one of you has an e-mail address. My level IV students 2005/2006 session had already started using e-mail for learning and research
Therefore, if you do not have an e-mail address it is a requirement that you have it. This is important because all you need to send an e-mail message is the e-mail of the person you are e-mailing.
If you do not have an e-mail account go to any ICT centre or internet café and request that you want open an e-mail address. E-mail addresses have three parts: username e.g. mmyusif; the symbol e.g. 58”; then the Host name i.e. the name of the server where the users e-mail account resides e.g. yahoo.com. There is a password which your e-mail account will not open without it. But there are mails account without passwords.
M.M. Yusuf October 2006
FACULTY OF SOCIAL AND MANAGEMENT SCIENCES
BAYERO UNIVERSITY, KANO
Using E-Mail for Teaching, Learning and Research
It seems that students of all levels are eager to start using E-mail for learning and research. In the last three years all categories of my students, in their comments on “critical comment on classroom experience” agitated for going E-mail in my programme of teaching. In 2005/2006 Academic Session all my teaching programmes for levels II, III and IV contained provisions for E-mail learning. For obvious reasons i.e. lack of adequate computers and internet facilities easily accessible to every students, we are unable to start.
What is E-mail? Mail simply means send by post. An E-mail is an electronic mail i.e. sending message by electronic means. In other words an e-mail message is a simple text message sent to a recipient. One of the many advantages of being online is the use of electronic mail, which is popularly known as e-mail.
Every training manual on internet also teach about e-mail. There are two main methods one can start e-mail programmes:
- When you open your internet explorer click on your browser’s mail icon.
- You can also start your e-mail programmes by clicking the windows start button by the lower left-hand corner of your display which will also carry you to the e-mail software on clicking the e-mail programmes.
Using an e-mail software to send an e-mail message has four-step process:
- Open your e-mail software
- Compose a message
- Send the message to your outbox
- Transmit the message
When you send the message to your outbox, you have to transmit it by the same process. Otherwise the message will never leave your computers as sending the message to outbox is different from transmitting the message.
E-mail is another great machine of the modern ICT for teaching, learning and research.
- It is easy to use, very fast and allows sharing of or collaboration on documents
- Like the internet system it has an advantage of communication from one-to-many
- It can widely be used by students for debate, discussion, disseminating information, surveys and questionnaires, locating colleagues and even electronic meetings.
The structure, content and wordings of e-mail text determine the understanding of the message by recipients. Therefore, there is need to manage e-mail carefully. This is because what you send might not be what is received. Thus:
- Remember that your message could reach thousands of peoples, therefore think carefully before sending polemical response
- Normally use two-line breaks between paragraphs.
- Be concise and clear
- Check your texts to correct grammatical errors before you send
- Try to avoid sending large attachments
- Use plan text as styled text may cause problems for some e-mail programmes
- E-mail messages – if you are a regular sender of texts that will gradually refine your written English language.
There are many automated distribution systems in e-mail software. These include: JISmail; LISTSERV; NYPERmail; MAJORDOMO; etc. The JISC mail website is the major server of e-mail for teaching, learning and research. This server provides electronic discussion lists for the higher education community. It has thousands of discussion lists with variety of subjects and hundreds of thousands members world-wide.
I have no doubt that as we have already gone internet for teaching, learning and research each one of you has an e-mail address. My level IV students 2005/2006 session had already started using e-mail for learning and research
Therefore, if you do not have an e-mail address it is a requirement that you have it. This is important because all you need to send an e-mail message is the e-mail of the person you are e-mailing.
If you do not have an e-mail account go to any ICT centre or internet café and request that you want open an e-mail address. E-mail addresses have three parts: username e.g. mmyusif; the symbol e.g. 58”; then the Host name i.e. the name of the server where the users e-mail account resides e.g. yahoo.com. There is a password which your e-mail account will not open without it. But there are mails account without passwords.
M.M. Yusuf October 2006
POL 4301: MILITARY AND POLITICS
DEPARTMENT OF POLITICAL SCIENCE
BAYERO UNIVERSITY, KANO
POL 4301: MILITARY AND POLITICS
WORKING GROUPS DISCUSSION
Each Seminar is hereby reconstituted to act like a Military formation of “Generals” in Nigeria’s Armed Forces. It is a conference/discussion session to thrash out both in theory and the practical possibilities of the challenges of Nigerian Armed Forces in the current globalization.
The need arises for the following reasons;
a) That the involvement of modern armed forces in peacekeeping operations contains a great danger in survival of national army.
b) Secondly, that the regularity of peace keeping operations demands reform of the military – its size; organizational structure; orientation; command system, discipline and facilities in the army.
c) Thirdly, you are to discuss the conditions and bring some propositions to hasten the formation of neo-modern military (PMM) in Nigeria.
d) You may also examine the idea that in conflicting global system today in order to pursue peace adequately a qualitative armed forces must be formed to minimize militarization in the system.
The procedure is that the last 60 minutes of the period would be used for this exercise.
- each seminar will re-locate in a corner of the classroom
- each would reconstitute into a mock military formation with a Chairman and a Secretary.
- Then the discussion will start and continue for fifteen minutes.
- While the discussion is going on the Chairman and the Secretary would be taking notes.
- After fifteen minutes, another 10 minutes will be given so that each seminar will compile not less than two pages report.
- Any one person from each seminar/formation will come out to present the report.
- This will be followed by questions and comments.
M. M. Yusif
January, 2007
BAYERO UNIVERSITY, KANO
POL 4301: MILITARY AND POLITICS
WORKING GROUPS DISCUSSION
Each Seminar is hereby reconstituted to act like a Military formation of “Generals” in Nigeria’s Armed Forces. It is a conference/discussion session to thrash out both in theory and the practical possibilities of the challenges of Nigerian Armed Forces in the current globalization.
The need arises for the following reasons;
a) That the involvement of modern armed forces in peacekeeping operations contains a great danger in survival of national army.
b) Secondly, that the regularity of peace keeping operations demands reform of the military – its size; organizational structure; orientation; command system, discipline and facilities in the army.
c) Thirdly, you are to discuss the conditions and bring some propositions to hasten the formation of neo-modern military (PMM) in Nigeria.
d) You may also examine the idea that in conflicting global system today in order to pursue peace adequately a qualitative armed forces must be formed to minimize militarization in the system.
The procedure is that the last 60 minutes of the period would be used for this exercise.
- each seminar will re-locate in a corner of the classroom
- each would reconstitute into a mock military formation with a Chairman and a Secretary.
- Then the discussion will start and continue for fifteen minutes.
- While the discussion is going on the Chairman and the Secretary would be taking notes.
- After fifteen minutes, another 10 minutes will be given so that each seminar will compile not less than two pages report.
- Any one person from each seminar/formation will come out to present the report.
- This will be followed by questions and comments.
M. M. Yusif
January, 2007
Do Not Allow the Light to Blink (Poem)
Poetry from M.M. Yusif
To: My Students
Do Not Allow the Light to Blink
Oh my flowers
You are still shining
Do not allow the light to blink
Carry your beauty to the corner
Do not tell me
The light comes and goes
The thunder crying
But the rain refuses to come
Do not be disturbed by the wind blowing
Carrying dusts to your eyes
Blowing your pens and books
Some leaves falling down on you
Oh there are always blocks along the way
Stones thrown from within
Laterite from outside
All very discouraging
Do not be frightened
Remain healthy
And cheerful
Everyday become more confident
The future will flower for you
You would be the carriers of good message
The light would continue to shine
The light would never blink
January, 2007
To: My Students
Do Not Allow the Light to Blink
Oh my flowers
You are still shining
Do not allow the light to blink
Carry your beauty to the corner
Do not tell me
The light comes and goes
The thunder crying
But the rain refuses to come
Do not be disturbed by the wind blowing
Carrying dusts to your eyes
Blowing your pens and books
Some leaves falling down on you
Oh there are always blocks along the way
Stones thrown from within
Laterite from outside
All very discouraging
Do not be frightened
Remain healthy
And cheerful
Everyday become more confident
The future will flower for you
You would be the carriers of good message
The light would continue to shine
The light would never blink
January, 2007
SOLIDARITY MESSAGE TO FULFULDE PROMOTION CLUB DAY
FULFULDE MESSAGE
SOLIDARITY MESSAGE TO FULFULDE PROMOTION CLUB DAY
BAYERO UNIVERSITY, KANO
I am not a Fulani man but they are all my friends. This is because it is the only group of people around which in the management of their economy and in their culture resist the processes of globalization.
Wherever, they are whether in Nigeria, other countries in West African Region, etc. refuse to be dissolved into the profit venture of international capitalism.
I admire them wherever they are for this. Because, I am also opposed to globalization
SOLIDARITY MESSAGE TO FULFULDE PROMOTION CLUB DAY
BAYERO UNIVERSITY, KANO
I am not a Fulani man but they are all my friends. This is because it is the only group of people around which in the management of their economy and in their culture resist the processes of globalization.
Wherever, they are whether in Nigeria, other countries in West African Region, etc. refuse to be dissolved into the profit venture of international capitalism.
I admire them wherever they are for this. Because, I am also opposed to globalization
Monday 30 July 2007
Poetry from M.M. Yusuf (The Collapse is Running Away)
Poetry from M.M. Yusuf
To: My Students
The Collapse is Running Away
The University system has collapsed
The earth lies sleeping
Darkness covers the students
And there are no lights save one
Wind blowing
The light overcomes
The journey starts
It continues inspite of everything
We have gone far
It is glowing with increasing brightness
The impact is heard from the sky to underground
It is terrifying
The neo-liberal world is not happy
Its changes are resisted
Opposing practices coming out
All of us very serious
Plunged in our books
Information Technology manipulated coming with new ideas
In an austere silence
Sacrifice deep
November, 2006
To: My Students
The Collapse is Running Away
The University system has collapsed
The earth lies sleeping
Darkness covers the students
And there are no lights save one
Wind blowing
The light overcomes
The journey starts
It continues inspite of everything
We have gone far
It is glowing with increasing brightness
The impact is heard from the sky to underground
It is terrifying
The neo-liberal world is not happy
Its changes are resisted
Opposing practices coming out
All of us very serious
Plunged in our books
Information Technology manipulated coming with new ideas
In an austere silence
Sacrifice deep
November, 2006
POETRY FROM M.M. YUSUF (Flowers )
POETRY FROM M.M. YUSUF
TO MY STUDENTS
Flowers
I remember the present level II students
That’s struggle with Political Economy
You became the flowers of my revolution
Teenagers
Working like adults
Against the myth of too much work
Working together in your various seminars
Every internet café you were there
Every section of the library you were there
Every discussion group you were the one
Epitome of determination to defeat the enemy
The enemy was mercilessly destroyed
You must not allow it to come back
Let it go forever
Make you tell Hamza Marafa to disappear
Don’t forget to ignore Sale Jigawa and Bisu Seminars
Their pens have dried up and their paper torn
Oh yes greater burden on you
Yeah Sani Revolutionary
Okey Tijjani the Marxist
Im Aminu Saleh the silent but effective…
Seminar leader
Oh Auwal Abubakar the quite Academic
Hm Hm! Hm! Shehu Haruna the most experienced and mature of all
Ah Daifuru the Lover of internet
Ah Umar Danjuma always with his books
Yes you are great defenders
Carry your battle forward
Don’t allow the light to blink
November, 2006
TO MY STUDENTS
Flowers
I remember the present level II students
That’s struggle with Political Economy
You became the flowers of my revolution
Teenagers
Working like adults
Against the myth of too much work
Working together in your various seminars
Every internet café you were there
Every section of the library you were there
Every discussion group you were the one
Epitome of determination to defeat the enemy
The enemy was mercilessly destroyed
You must not allow it to come back
Let it go forever
Make you tell Hamza Marafa to disappear
Don’t forget to ignore Sale Jigawa and Bisu Seminars
Their pens have dried up and their paper torn
Oh yes greater burden on you
Yeah Sani Revolutionary
Okey Tijjani the Marxist
Im Aminu Saleh the silent but effective…
Seminar leader
Oh Auwal Abubakar the quite Academic
Hm Hm! Hm! Shehu Haruna the most experienced and mature of all
Ah Daifuru the Lover of internet
Ah Umar Danjuma always with his books
Yes you are great defenders
Carry your battle forward
Don’t allow the light to blink
November, 2006
The old workers strike has come back
The old workers strike has come back
Years of falling out is going
The NLC is fighting Neo-Liberalism
The working class is coming back
Huh! It had been around in the corner
Now, kicked without notice of the referee
Yes! Against deregulation
Opposed privatisation
Battle against petroleum price increase
Also a blow to deregulation of wages
Oooh! The good days of labour are coming back
The working class is needed now
Support of the people appears meaningful
The small-traders, the unemployed urban youth are not dubiously called to close shops and burn tyres
They are doing on their own to show their support
The workers are not loudly called to go on strike and quietly told to break the strike
Every Nigerian is locked inside but very few wanted to cause leakage
Forget about those who are carried away by emotions
Those calling the NLC to shift position
These are emotions of those who enjoy and benefit from the corruption and the patronage
Those who cannot define people’s interest which is Government to accept unconditionally all the demands of the workers
It is under strict control
With collective responsibility
Those ones are not there to spoil it
So, there is no fear that the leaders of the strike will advise the Government on what to do
Ah! Where are the left political parties
Eeem neo-liberalism has made them inactive
Okay, the New Social Movements come and push the workers until they win the battle
M.M. Yusif
June, 2007
Years of falling out is going
The NLC is fighting Neo-Liberalism
The working class is coming back
Huh! It had been around in the corner
Now, kicked without notice of the referee
Yes! Against deregulation
Opposed privatisation
Battle against petroleum price increase
Also a blow to deregulation of wages
Oooh! The good days of labour are coming back
The working class is needed now
Support of the people appears meaningful
The small-traders, the unemployed urban youth are not dubiously called to close shops and burn tyres
They are doing on their own to show their support
The workers are not loudly called to go on strike and quietly told to break the strike
Every Nigerian is locked inside but very few wanted to cause leakage
Forget about those who are carried away by emotions
Those calling the NLC to shift position
These are emotions of those who enjoy and benefit from the corruption and the patronage
Those who cannot define people’s interest which is Government to accept unconditionally all the demands of the workers
It is under strict control
With collective responsibility
Those ones are not there to spoil it
So, there is no fear that the leaders of the strike will advise the Government on what to do
Ah! Where are the left political parties
Eeem neo-liberalism has made them inactive
Okay, the New Social Movements come and push the workers until they win the battle
M.M. Yusif
June, 2007
PDA: SOCIAL RESEARCH METHODS
DEPARTMENT OF POLITICAL SCIENCE
FACULTY OF SOCIAL AND MANAGEMENT SCIENCES
BAYERO UNIVERSITY, KANO
PDA: SOCIAL RESEARCH METHODS
COURSE LECTURER: M.M. YUSIF
SESSION: 2006/2007
TIME:
VENUE:
INTRODUCTION
This is a teaching programme in Social Research Methods available as a requirement for Postgraduate Students of PGDPPA programme run by Department of Political Science. It is a 3-credit course taught in the First Semester of the Session which every student in the programme must pass before is allowed to graduate.
ORIENTATION OF THE COURSE
Social Research Methods involves varied approaches, methodologies and forms of analyses to the study of social issues in not only Political Science but also Sociology, Economics, Geography, Law Anthropology, Psychology and other disciplines in social sciences. Although there are some common principles and methodologies applied by Social Research Methods in all these disciplines, yet there are differences.
As Political Scientists concerned with political methodology Chris Achen (1983) has shown a direction when he said that “political methodology is derived largely from forays through other disciplines’ attics”. This seems a weakness, in a sense an inferiority, however, there is a new development which political methodology captures.
Reflecting on the above problem of political inquiry, I am feeling that it is created by traditional social research methods which dominated social investigation in all fields of social sciences, for many decades until recently.
The traditional social research methods employ quantitative methods in designing research and in short it is all about manipulation and analysis of opinions collected through questionnaire methods and other statistics. These obviously has methodological limitations, one of which is what Rejeev Bhargava (1992) called “individualism in Social Science”.
With collapse of University and higher education generally, the quantitative method is misused and abused by students and other researchers. My experience in the Department of Political Science, Bayero University Kano, particularly among undergraduate students is to sit down in their rooms, create the data, tabulate the data and present them as their field works and result of their social investigation. At readings of many other works from different sources could observe lack of scientific method in both collection, preparation and analysis of data for social research.
An important aspect of any social research in general and political methodology in particular is its scientificity. From a dynamic point of view a theory of science is essentially a theory of research. Notwithstanding that one cannot always be identified with the other. One great quality of science to be expected in social investigation is to be undertaken in a spirit of free inquiry as well as to present result which does not contain limit to human knowledge.
In view of these limitations social research methods are now suffering from, other intellectual sources variously labelled as “interpretive”, “postmodern”, “post structuralist”, “constructivist”, or “post-posotivist” which have emerged and are being used to re-orient the course of social investigation including writing the report. This “New Social Research Method” does do away with quantitative methods, but brings in philosophy of social research and qualitative methodology to reconstruct the methods and the techniques of social investigation. In short the New Social Research Methods teaches how to combine a number of methods and techniques in conducting social investigations.
Furthermore, it avails us with other new methods and techniques such as Computer-Assisted Pilot-Testing and Web surveys; Visual Research Methods; Feminist research methods; discourse analysis; Action research; as well as writing the research report and the politics of Social Research.
OBJECTIVE OF THE COURSE
The aim of this course is to develop understanding of, and competence in social investigation and analysis of social science data. Students will be introduced to scientific method and the techniques of the “New Social Research Methods” in collection, preparation, analysis and presentation as well as writing the research report. Among the topics to be addressed are political methodology. Old and New; Science and Research; development in the philosophy of social research and their relevance to social inquiry; theory and research; Computer-Assisted research; data collection; preparation, analysis and presentation of data etc. Students will be expected to understand the philosophical underpinnings in social science inquiry”. They will be expected to be able to apply the “New Social Research Methods” in their undertaking in social inquiry.
TOPICS TO BE TREATED
General Introduction: Introducing the course and what it is about; topics to be treated; recommended reading materials; course requirement; assessment of the teaching programme by students; other issues
political methodology: Issues in the Old and New Perspectives
Readings
Robert E. Goodin and Hans-Dieter Klingemann (ed.) (1996). A New Handbook of Political Science. Chapters 32, 33, 34 and 35.
J.B. Johnson and Richard A. Joslyn (1991) Political Science Research Methods Chapter 2
Dean Jaros and Lawrence V. Grant (1974). Political Behaviour. Chapters 1, 2 and 7
Sidney Ulmer (ed.) (1961) Introductory Reading in Political Behaviour. Introduction and Chapter 1
Varma S.P. (1975). Modern Political Theory Chapters 1, 2, 3, and 4
Paul Hirst (2005). “The future of Political Studies”.
3. Science and Research
Reading
Margaret Stacey (1969). Methods of Social Research. Chapter 1
Paolo Bisogno, “Scientific Research and Human Needs”. In Augusto Forti and Paolo Bisogno (ed.) (1981). Research and Human Needs
Augusto Forti, “Scientific Research, Human Needs and the New Economic Order”. In A. Forti and P. Bisogni (ed.). Op. cit
Kenneth D. Barley (1982). Methods of Social Research Pgs 6-10
Theresa Baker (1980). Doing Social Research. Introduction and Chapter 2
Eart R. Babbie (1973). Survey Research Methods. Chapters 1, 2, and 3
Andrew Seyer (1992). Method in Social Science: A Realist Approach. Chapter 1
J.B. Johnson and R.A. Joslyn (1991). Political Research Methods. Chapters 2, 3, and 4
4. Designing and formulating research problems and questions
Readings
Theresa Baker, Op. cit Chapter 4
Margaret Stacey, Op. Cit. Chapters 2 and 3
J.B. Johnson and R.A. Joslyn Op. Cit. Chapter 5
Kenneth D. Barley, Op. Cit. Chapter 2
5. Theory and Research
Readings
Andrew Seyer (1992). Op. Cit. Chapter 2
David Garson (1976). Handbook of Political Science Methods. Chapters 1 and 4
Varma S.P. (1975). Op Cit. Chapter 3
6. Literature Review and Ethical Concerns
Readings
Earl R. Babbie (1973). Op. Cit. Chapter 19
J.B. Johnson and Richard A. Joslyn (1991). Chapter 6
Kenneth D. Bailey (1978). Op. Cit. Chapter 17
David Garson (1976). Op. Cit. Chapter 6
7. Method and Methodology (i). The Meanings of Method and Methodology. Survey and Non-Survey Techniques of Data Collection; emphasis will be given to computer assisted and web surveys;
Readings
a. Theresa Baker (1980). Op. Cit. Chapters 7, 8, and 9
b. Margaret Stacey (1969). Op. Cit. Chapters 4, 5, 6, and 7
c. J.B. Johnson and R.A. Joslyn (1991). Op. Cit. Chapters 7, 8, and 10
d. Kenneth D. Bailey (1978). Op. Cit. Parts I and II
8. Method and Methodology (ii). Data Analysis: Preparation of data: Analysis of Data; presenting the research results; emphasis will be given to computer-assisted project in preparation of data and computer package programmes (SPSS) in analysis of data
Readings
a. Margaret Stacey (1969). Op. Cit. Chapter 8
b. Kenneth D. Bailey (1978). Op Cit. Chapters 14, 15, 16, and 19
c. J.B. Johnson and Richard A. Joslyn (1991) Op. Cit. Chapters 11, 12, 13, and 14
d. Theresa Baker (1980). Op. Cit. Chapters 10, 12, 13, 14, 15, 16, and 17
e. Eart R. Babbie (1973). Op. Cit Part III
f. David Garson (1976). Op. Cit. Chapters 13, 14, 15 and 16
9. Method and Methodology (iii) Some others will be treated among the following: Evaluation research; Visual research methods; Action research; Case study methods; Feminist research methods; Discourse analysis; Comparative method
Readings
a. Theresa Baker (1980). Op. Cit. Chapter 11
b. Catherine Kell, “Activists and Academics: the role of liberal Universities in research for the democratic movement”. In Elaine Unterlatter et al (ed.) (1991). Apatheid Education and Popular Struggles.
c. Melenie Walker, “Action research and the transformation of teaching for peoples education”. In Elaine U. (1991). Op. Cit.
d. David Garson (1996). Op. Cit. Chapter 18
e. Otivere M. Igbuzor, “Methodological issues in gender studies in Nigeria”, The Nigerian Social Scientist: Newsletter of the Social Academy of Nigeria, Volume 3 Number 1, March, 2000
10. Critical appraisal of traditional social science research
Readings
a. Rajeeve Bhargava (1992). Op. Cit. Chapters 1 and 2
b. Andrew Seyer (1984). Op. Cit.
c. John A. Hughes (1990). The Philosophy of Social Research
d. V. I. Lenin, “Materialism and Empirio-criticism: Critical Comments on a reactionary philosophy”.
e. Gareth Stedman Jones, “History; the poverty of empiricism”, in Robin Blackbum (ed.) (1971). Ideology in Social Science Readings in Critical Social Theory
f. Otwin Marenin, “Essence and Empiricism in African Politics”, Yolamu Barongo (ed.) (1983) Political Science in Africa; A Critical Review
11. Alternative Approach to Social Science Research: the perspectives of theory, method and philosophy in interpretation of social data.
Readings
a. Andrew Seyer, Op. Cit.
b. Rajeeve Bhargave, Op. Cit.
c. John A. Hughes, Op. Cit.
12. Writing Research Reports: the issues and the politics
Readings
a. Theresa Baker (1980). Op. Cit. Chapter 17
b. J. B. Johnson and R. A. Joslyn (1991) Op. Cit. Chapter 14
c. Andrew Sayer (1984). Op. Cit. Appendix
d. David Johnson, “People’s Education and the Politics of Writing; issues, perspectives and possibilities for a future South Africa”. In Elaine U. (1991). Op. Cit.
13. Conclusions: This will be divided into two parts. Part I will be presentation of end of Semester Seminar reports and part II will be critical comment by students on their classroom experience and observation during the course.
Joint Readings
a. * Heald and Hay, “Problems of Theory and Research” ROAPE No.34 (1985)
b. * James Petras, “The divergence between scientific work and political action”. In his critical perspectives on imperialism and social classes in Third World Countries.
c. Nertil Egero, “Mozambique and Angola! Reconstruction in the social science”, UPPSALA REPORT No.42
d. * Selltiz, C. et al”, Research Methods in Social Sciences”, UPPSALA REPORT
e. Harold W. Starley et al, “Partisanship and Group Support Overtime; A Multivariate Analysis”. American Political Science Review Vol.8 Number 3, September, 1986
f. Jimi Adesina, “Doing work Place Study: Reflections on a field research”. In Dafe Otobo (ed.) further readings in Nigerian industrial relation
g. A. R. Tyagi, “Methodology of research in community development and rural local administration”. The Nigerian Journal of Public Affairs”. Vol. IV No.1 October 1973.
h. K. A. B. Okoko “Causality and the Study of Politics: A theoretical Exploration”. Nigerian Journal of Political Science. Vol.2 No.2 December, 1980
i. * Chamba M. Ngou “Foundations of Systematised Political inquiry. Ancient root of a contemporary debate”. Nigerian Journal of Political Science Vol.2 No.2 December 1980
j. Michael T. Hannan and Nancy Brandon Tuma, “Methods for Temporal Analysis”, Annual Review of Sociology 1979
k. Paul Lubeck, “The value of Multiple methods in researching Third World Strikes: A Nigerian Example”. Development and change Vol. 10 (1979).
l. Layi Erinolo, “The social sciences in Nigeria in the 21st Century. Matters arising”. The Nigerian Social Scientist Vol. 2 No.2 (September 1999)
m. Akin L. Mabogunje, “Nothing Profits more: Social Knowledge and National Development”. Nigerian Social Scientist Vol.2 No.2 (September, 1999).
Organisation and Evaluation
Responsible for the course is the course instructor, who in each week will give a talk on a topic on the programme. The period will be divided into two parts. The first will highlight the major issues covered in the literature listed under each topic. The second part will be for discussion on a written literature report or topic of interest by students who would be called upon seminar by seminar to present their weekly assignments.
Assessment of students is based on end of Semester Examination (60%) and continuous Assessment (40%). Evaluation of the class work will be determined in the following ways.
- There will be a weekly presentation and discussion of a packet of articles and chapters of books scheduled for class discussion throughout the semester. Readings marked by an asterisk (*) in the syllabus would be thoroughly discussed in weekly class discussions
- The class will be divided into seminars and each week, for the purpose of presentation and discussion; a seminar would be called upon of which all its members will lead the class in discussion
- Each student will write a term paper on a relevant topic and present the report to the class
- Each seminar will write a research proposal on a relevant social problem for funding by any international agency.
- Students would be exposed to use of internet and E-mail for teaching, learning and research. This too, would be awarded marks in evaluating students class performance
- Class attendance is strictly regarded very important. As mature students if you want to attend come before the lecture begins. Otherwise, please don’t come and disrupt us.
FACULTY OF SOCIAL AND MANAGEMENT SCIENCES
BAYERO UNIVERSITY, KANO
PDA: SOCIAL RESEARCH METHODS
COURSE LECTURER: M.M. YUSIF
SESSION: 2006/2007
TIME:
VENUE:
INTRODUCTION
This is a teaching programme in Social Research Methods available as a requirement for Postgraduate Students of PGDPPA programme run by Department of Political Science. It is a 3-credit course taught in the First Semester of the Session which every student in the programme must pass before is allowed to graduate.
ORIENTATION OF THE COURSE
Social Research Methods involves varied approaches, methodologies and forms of analyses to the study of social issues in not only Political Science but also Sociology, Economics, Geography, Law Anthropology, Psychology and other disciplines in social sciences. Although there are some common principles and methodologies applied by Social Research Methods in all these disciplines, yet there are differences.
As Political Scientists concerned with political methodology Chris Achen (1983) has shown a direction when he said that “political methodology is derived largely from forays through other disciplines’ attics”. This seems a weakness, in a sense an inferiority, however, there is a new development which political methodology captures.
Reflecting on the above problem of political inquiry, I am feeling that it is created by traditional social research methods which dominated social investigation in all fields of social sciences, for many decades until recently.
The traditional social research methods employ quantitative methods in designing research and in short it is all about manipulation and analysis of opinions collected through questionnaire methods and other statistics. These obviously has methodological limitations, one of which is what Rejeev Bhargava (1992) called “individualism in Social Science”.
With collapse of University and higher education generally, the quantitative method is misused and abused by students and other researchers. My experience in the Department of Political Science, Bayero University Kano, particularly among undergraduate students is to sit down in their rooms, create the data, tabulate the data and present them as their field works and result of their social investigation. At readings of many other works from different sources could observe lack of scientific method in both collection, preparation and analysis of data for social research.
An important aspect of any social research in general and political methodology in particular is its scientificity. From a dynamic point of view a theory of science is essentially a theory of research. Notwithstanding that one cannot always be identified with the other. One great quality of science to be expected in social investigation is to be undertaken in a spirit of free inquiry as well as to present result which does not contain limit to human knowledge.
In view of these limitations social research methods are now suffering from, other intellectual sources variously labelled as “interpretive”, “postmodern”, “post structuralist”, “constructivist”, or “post-posotivist” which have emerged and are being used to re-orient the course of social investigation including writing the report. This “New Social Research Method” does do away with quantitative methods, but brings in philosophy of social research and qualitative methodology to reconstruct the methods and the techniques of social investigation. In short the New Social Research Methods teaches how to combine a number of methods and techniques in conducting social investigations.
Furthermore, it avails us with other new methods and techniques such as Computer-Assisted Pilot-Testing and Web surveys; Visual Research Methods; Feminist research methods; discourse analysis; Action research; as well as writing the research report and the politics of Social Research.
OBJECTIVE OF THE COURSE
The aim of this course is to develop understanding of, and competence in social investigation and analysis of social science data. Students will be introduced to scientific method and the techniques of the “New Social Research Methods” in collection, preparation, analysis and presentation as well as writing the research report. Among the topics to be addressed are political methodology. Old and New; Science and Research; development in the philosophy of social research and their relevance to social inquiry; theory and research; Computer-Assisted research; data collection; preparation, analysis and presentation of data etc. Students will be expected to understand the philosophical underpinnings in social science inquiry”. They will be expected to be able to apply the “New Social Research Methods” in their undertaking in social inquiry.
TOPICS TO BE TREATED
General Introduction: Introducing the course and what it is about; topics to be treated; recommended reading materials; course requirement; assessment of the teaching programme by students; other issues
political methodology: Issues in the Old and New Perspectives
Readings
Robert E. Goodin and Hans-Dieter Klingemann (ed.) (1996). A New Handbook of Political Science. Chapters 32, 33, 34 and 35.
J.B. Johnson and Richard A. Joslyn (1991) Political Science Research Methods Chapter 2
Dean Jaros and Lawrence V. Grant (1974). Political Behaviour. Chapters 1, 2 and 7
Sidney Ulmer (ed.) (1961) Introductory Reading in Political Behaviour. Introduction and Chapter 1
Varma S.P. (1975). Modern Political Theory Chapters 1, 2, 3, and 4
Paul Hirst (2005). “The future of Political Studies”.
3. Science and Research
Reading
Margaret Stacey (1969). Methods of Social Research. Chapter 1
Paolo Bisogno, “Scientific Research and Human Needs”. In Augusto Forti and Paolo Bisogno (ed.) (1981). Research and Human Needs
Augusto Forti, “Scientific Research, Human Needs and the New Economic Order”. In A. Forti and P. Bisogni (ed.). Op. cit
Kenneth D. Barley (1982). Methods of Social Research Pgs 6-10
Theresa Baker (1980). Doing Social Research. Introduction and Chapter 2
Eart R. Babbie (1973). Survey Research Methods. Chapters 1, 2, and 3
Andrew Seyer (1992). Method in Social Science: A Realist Approach. Chapter 1
J.B. Johnson and R.A. Joslyn (1991). Political Research Methods. Chapters 2, 3, and 4
4. Designing and formulating research problems and questions
Readings
Theresa Baker, Op. cit Chapter 4
Margaret Stacey, Op. Cit. Chapters 2 and 3
J.B. Johnson and R.A. Joslyn Op. Cit. Chapter 5
Kenneth D. Barley, Op. Cit. Chapter 2
5. Theory and Research
Readings
Andrew Seyer (1992). Op. Cit. Chapter 2
David Garson (1976). Handbook of Political Science Methods. Chapters 1 and 4
Varma S.P. (1975). Op Cit. Chapter 3
6. Literature Review and Ethical Concerns
Readings
Earl R. Babbie (1973). Op. Cit. Chapter 19
J.B. Johnson and Richard A. Joslyn (1991). Chapter 6
Kenneth D. Bailey (1978). Op. Cit. Chapter 17
David Garson (1976). Op. Cit. Chapter 6
7. Method and Methodology (i). The Meanings of Method and Methodology. Survey and Non-Survey Techniques of Data Collection; emphasis will be given to computer assisted and web surveys;
Readings
a. Theresa Baker (1980). Op. Cit. Chapters 7, 8, and 9
b. Margaret Stacey (1969). Op. Cit. Chapters 4, 5, 6, and 7
c. J.B. Johnson and R.A. Joslyn (1991). Op. Cit. Chapters 7, 8, and 10
d. Kenneth D. Bailey (1978). Op. Cit. Parts I and II
8. Method and Methodology (ii). Data Analysis: Preparation of data: Analysis of Data; presenting the research results; emphasis will be given to computer-assisted project in preparation of data and computer package programmes (SPSS) in analysis of data
Readings
a. Margaret Stacey (1969). Op. Cit. Chapter 8
b. Kenneth D. Bailey (1978). Op Cit. Chapters 14, 15, 16, and 19
c. J.B. Johnson and Richard A. Joslyn (1991) Op. Cit. Chapters 11, 12, 13, and 14
d. Theresa Baker (1980). Op. Cit. Chapters 10, 12, 13, 14, 15, 16, and 17
e. Eart R. Babbie (1973). Op. Cit Part III
f. David Garson (1976). Op. Cit. Chapters 13, 14, 15 and 16
9. Method and Methodology (iii) Some others will be treated among the following: Evaluation research; Visual research methods; Action research; Case study methods; Feminist research methods; Discourse analysis; Comparative method
Readings
a. Theresa Baker (1980). Op. Cit. Chapter 11
b. Catherine Kell, “Activists and Academics: the role of liberal Universities in research for the democratic movement”. In Elaine Unterlatter et al (ed.) (1991). Apatheid Education and Popular Struggles.
c. Melenie Walker, “Action research and the transformation of teaching for peoples education”. In Elaine U. (1991). Op. Cit.
d. David Garson (1996). Op. Cit. Chapter 18
e. Otivere M. Igbuzor, “Methodological issues in gender studies in Nigeria”, The Nigerian Social Scientist: Newsletter of the Social Academy of Nigeria, Volume 3 Number 1, March, 2000
10. Critical appraisal of traditional social science research
Readings
a. Rajeeve Bhargava (1992). Op. Cit. Chapters 1 and 2
b. Andrew Seyer (1984). Op. Cit.
c. John A. Hughes (1990). The Philosophy of Social Research
d. V. I. Lenin, “Materialism and Empirio-criticism: Critical Comments on a reactionary philosophy”.
e. Gareth Stedman Jones, “History; the poverty of empiricism”, in Robin Blackbum (ed.) (1971). Ideology in Social Science Readings in Critical Social Theory
f. Otwin Marenin, “Essence and Empiricism in African Politics”, Yolamu Barongo (ed.) (1983) Political Science in Africa; A Critical Review
11. Alternative Approach to Social Science Research: the perspectives of theory, method and philosophy in interpretation of social data.
Readings
a. Andrew Seyer, Op. Cit.
b. Rajeeve Bhargave, Op. Cit.
c. John A. Hughes, Op. Cit.
12. Writing Research Reports: the issues and the politics
Readings
a. Theresa Baker (1980). Op. Cit. Chapter 17
b. J. B. Johnson and R. A. Joslyn (1991) Op. Cit. Chapter 14
c. Andrew Sayer (1984). Op. Cit. Appendix
d. David Johnson, “People’s Education and the Politics of Writing; issues, perspectives and possibilities for a future South Africa”. In Elaine U. (1991). Op. Cit.
13. Conclusions: This will be divided into two parts. Part I will be presentation of end of Semester Seminar reports and part II will be critical comment by students on their classroom experience and observation during the course.
Joint Readings
a. * Heald and Hay, “Problems of Theory and Research” ROAPE No.34 (1985)
b. * James Petras, “The divergence between scientific work and political action”. In his critical perspectives on imperialism and social classes in Third World Countries.
c. Nertil Egero, “Mozambique and Angola! Reconstruction in the social science”, UPPSALA REPORT No.42
d. * Selltiz, C. et al”, Research Methods in Social Sciences”, UPPSALA REPORT
e. Harold W. Starley et al, “Partisanship and Group Support Overtime; A Multivariate Analysis”. American Political Science Review Vol.8 Number 3, September, 1986
f. Jimi Adesina, “Doing work Place Study: Reflections on a field research”. In Dafe Otobo (ed.) further readings in Nigerian industrial relation
g. A. R. Tyagi, “Methodology of research in community development and rural local administration”. The Nigerian Journal of Public Affairs”. Vol. IV No.1 October 1973.
h. K. A. B. Okoko “Causality and the Study of Politics: A theoretical Exploration”. Nigerian Journal of Political Science. Vol.2 No.2 December, 1980
i. * Chamba M. Ngou “Foundations of Systematised Political inquiry. Ancient root of a contemporary debate”. Nigerian Journal of Political Science Vol.2 No.2 December 1980
j. Michael T. Hannan and Nancy Brandon Tuma, “Methods for Temporal Analysis”, Annual Review of Sociology 1979
k. Paul Lubeck, “The value of Multiple methods in researching Third World Strikes: A Nigerian Example”. Development and change Vol. 10 (1979).
l. Layi Erinolo, “The social sciences in Nigeria in the 21st Century. Matters arising”. The Nigerian Social Scientist Vol. 2 No.2 (September 1999)
m. Akin L. Mabogunje, “Nothing Profits more: Social Knowledge and National Development”. Nigerian Social Scientist Vol.2 No.2 (September, 1999).
Organisation and Evaluation
Responsible for the course is the course instructor, who in each week will give a talk on a topic on the programme. The period will be divided into two parts. The first will highlight the major issues covered in the literature listed under each topic. The second part will be for discussion on a written literature report or topic of interest by students who would be called upon seminar by seminar to present their weekly assignments.
Assessment of students is based on end of Semester Examination (60%) and continuous Assessment (40%). Evaluation of the class work will be determined in the following ways.
- There will be a weekly presentation and discussion of a packet of articles and chapters of books scheduled for class discussion throughout the semester. Readings marked by an asterisk (*) in the syllabus would be thoroughly discussed in weekly class discussions
- The class will be divided into seminars and each week, for the purpose of presentation and discussion; a seminar would be called upon of which all its members will lead the class in discussion
- Each student will write a term paper on a relevant topic and present the report to the class
- Each seminar will write a research proposal on a relevant social problem for funding by any international agency.
- Students would be exposed to use of internet and E-mail for teaching, learning and research. This too, would be awarded marks in evaluating students class performance
- Class attendance is strictly regarded very important. As mature students if you want to attend come before the lecture begins. Otherwise, please don’t come and disrupt us.
A READER FOR STUDENTS PROJECT ON PEACE AND CONFLICT RESOLUTION
A CHAPTER
ON
A READER FOR STUDENTS PROJECT ON PEACE AND CONFLICT RESOLUTION
BY
M.M. YUSUF
DEPARTMENT OF POLITICAL SCIENCE
BAYERO UNIVERSITY, KANO
DECEMBER 2006
Conflict Dynamics and Analysis
Introduction
Every human society at different moments in the history of its development produces and reproduces definite forms and varied conflicts. In other words conflict is existing in every human relationships. These conflicts, in contrast to the position held by traditional sociologists who viewed conflict as an aberration are fundamental and brings about human progress.
Whereas some of these conflicts as we experience in modern Nigeria are retrogressive, their correct resolution would come with great promises for a way forward in the development of the society. That is why many conflict researchers insist that conflict is creative as all great institutions, agencies, programmes and ideas for human development are the outcome of conflict.
This chapter deals with a theoretic perspective to comprehending and analysing conflict. However, in order to provide a theoretical insight on conflict analysis a preliminary observation needs to be raised and clarified. This is that analysing conflict is a process of conflict resolution. For such an undertaking is necessary in a Problem-Solving Approach to conflict resolution. Therefore, in order to avoid repetition I am going to give treatment of the components of conflict analysis under the theoretical insights of structural Problem Solving Approach to conflict.
Conflict: The Concept
The conception of conflict as an undebated notion in conventional sociology becomes widely accepted and used in political and economic sciences. Yet it has never become controversial in its meaning. Except in emphasis pertaining to context of each discipline conflict is defined in all the disciplines as a situation whenever two or more people, groups or states seek to possess the same object or to achieve the same goal, operating at the same position but ploy incompatible role in achieving their purposes.
As I suggested earlier William Zantman confirmed that conflict is an inevitable aspect of human interaction, an unavoidable concomitant of choices and decisions (Zantman, 1991:20). He further pressed that conflict stems from the basic fact of human inter-dependencies – as for individuals to meet their basic needs they depend on active participation of other individuals (Ibid:20)
A conflict may surface at many levels, be it between husband and wife in the domestic setting, between workers and management in the factory and it may manifest itself between larger collectivities like conflicts between classes, religious communities and gender groups or between state and society.
Some theorists have distinguished between conflict and dispute. First a dispute is about negotiable interests that can be settled by compromise, while conflict is about human needs and involves addressing underlying causes for effective resolution.
In a conflict relationship I propose four theses that are necessary:
There must be two or more parties with distinct interest
There must be struggle by each party to control the existing object or space of the struggle
The objective of each party is to neutralise, injure or eliminate the other party
Finally, it is important to recognise that conflict is a form of interaction and a way of achieving some kind of unity even if it involves annihilation of the conflicting parties.
Indeed, the world is going through rapid changes including of concepts, theories and ideas, yet the meaning of conflict has not completely changed except an emphasis that because of deep contradictions as a result of interactions in a globalising world people, groups, classes and states are living in a permanent conflictual relationship.
Social Conflict: The Phenomenon
In Conflict Analysis it is important to distinguish between social conflict and non-social conflict. The later is a one-party conflict, an intra-personal or individual in conflict with nature or with environment or with self. The former on the other hand involves at least two parties of distinct groups in a larger society.
It may be further realised that there are varied forms of social conflict each with differing characteristics and outcome in Conflict Analysis. There is institutionalised and non-institutionalised conflict. The former is a conflict between two organised bodies e.g. a conflict between workers and management. That is industrial conflict. The latter is a conflict of a disorganised character e.g. racial conflict, riot (regardless of organised effort to initiate it), rebellion, revolt, etc. Another type which traditional conflict, researchers termed ‘realistic conflict is characterised by opposed means and ends – by incompatibility of values and interests e.g. religious conflicts. Furthermore, there is conflict of right and conflict of interest. Where there is Agreement between two parties and one refused to be bound by some provisions of the Agreement the conflict that would arise is called conflict of right. Or if there is Agreement and one party changes the Agreement without consent of the other is called conflict of interest. Example of these is the protracted ASUU-FGN industrial disputes and conflict in the 1990s.
Social notion of conflict has taken another dimension in peace and conflict studies in the contemporary era of globalisation. There is no doubt that the human society in the last quarter of century has witnessed profound transformations, unprecedented in human history. This development can be observed in pursuit of free market policies in the World Economy, proliferation of Information Technology which has reduced the distance and space of the globe, the increasing westernisation of our culture and politics, living in the world where National bounders are increasingly becoming irrelevant and most importantly the people in developing countries being forced to be governed in a hollowing democracy.
There is an existing debate in the literature on peace and conflict studies that this new development would vanished all sources of social conflict and bring peace while on the other hand others argued that globalisation brings fundamental changes in the spatial and temporal terrain of social existence which brings shifts of forms of human activity which the outcome are all sorts of conflict. According to this view which can be seen everywhere around us the transformation comes with simultaneous processes of integration and fragmentation; of solidification and individualisation; and of social selection and social exclusion. As Charles O. Lerche (2006) observed “All levels of society are being reshaped by this process: the individual may find her/his livelihood threatened or identity thrown into question; localities and whole regions are forced to recreate themselves or die in the face of new economic forces; and nation-states themselves experience steadily decreasing freedom of action and ever closer ties with each other”.
Why must we not say that these produce social conflicts? And that social conflict exists instead of peace. At any rate, the concept of social conflict helped to guide Conflict analysis based on structuralist Problem Solving Approach because both are concerned with human needs of the people.
Conflict Analysis: Theoretical Perspectives
There is no doubt to assert that there are volumes of research output on peace and conflict in Nigeria. Particularly covering ethnic and communal conflicts. The studies are rich in empirical data but weak in their theoretical insights. I am not surprised that many of these studies, sponsored by donor agencies, separate theory from data.
A survey of the literature on peace and conflict studies reveals many theoretical approaches which could help in Conflict Analysis. These theories are also called theories of conflict resolution. These include among others the following:
Conflict resolution as a psychoanalysis
Conflict resolution as a decision-making
Conflict as a conspiracy i.e. the conspiracy theory
There is also rising expectations and frustration aggressive theory
There is historical antecedents model of violence and conflict
Conflict resolution through communication
Power relations theory
There is also Marxist theory of conflict and conflict resolution.
These theories of conflict signifies that each one of them has different assumptions which could explain a conflict in order to manage it. For example the conflict between the Tivs and Jukuns in Taraba State is analysed at one level as a result of unfair distribution of land against the Jukuns which breeds conflict between them. At another level it is said that both Jukuns and Tivs are lovers of war, therefore when they live in one community they would be fighting each other. Each of these levels of analysis will produce different explanations and outcome of the conflict between Tivs and Jukuns.
In this respect, since people are the ones directly affected by conflict, and in order to develop a generic perspective which will capture essentially the peoples’ needs in any form of conflict, it is necessary to get alternative theoretical perspectives which will give broader frame of reference in Conflict Analysis.
The structural Problem Solving Approach is the alternative theory. The emphasis of the theory is on individuals, their unfulfilled needs and their inter-relations with other people. There are two perspectives in this theory. These are:
Structuralist perspective
Human needs theory perspective
Structuralist Perspective
The most remarkable scholar and founder of the structuralist school was Johan Galtung. For Galtung, the central problematic of economic relations, between individuals, groups or nations is “the tremendous, inequality within and between nations, in almost all aspects of human living conditions, including the power to decide over these living conditions, and the resistance of this inequality to change” (Galtung, 1971:81). This inequality is seen to manifest in conflict and violence between individuals, groups and nations.
Galtung introduced a triangle of violence which he called direct violence (aggressive assault or murder), structural violence (death by systemic problems such as poverty and malnutrition) and cultural violence (prejudices that blind us or seek to justify injustice). This reveals that in Nigeria for example, we are in all kinds of conflict and violence – ethnic, religious, industrial, political, and others – because of structural imbalances in the society.
Human Needs Theory Perspective
Essentially, Human Needs theory develops further our understanding of the nature and underlying causes of social and structural conflict and what it means to be human. John Burton was the most remarkable scholar of Human Needs theory of conflict analysis and conflict Resolution.
John Burton maintains that structural changes affect the basic human needs and behaviour of the people. He attributes a great deal of conflict to failure to recognise the frustration of the basic human needs (Burton, 1979:79). Furthermore, John Burton specified that needs theory regards need satisfaction as a stepping stone on the path to a harmonious society.
Accordingly human behaviour is the most important factor to be considered in the process of conflict resolution. Human behaviour is in this context defined to be the needs, values and interests of human beings which must be the issues touched on any conflict whether it is between individuals, groups or state or between the state and the people.
Structural Problem Solving Approach
This paradigm of Conflict Analysis integrates the principles of structuralist theory and of Human Needs theory perspective. Thus, it is called structural Problem Solving Approach.
While the structuralist aspect is derived from Johan Galtung, the Problem Solving dimension is derived from John Burton. In order to drive his position conclusively Burton states that “Problem-Solving at the social level – be it the small groups, the nation state or interactions between states – is possible only by processes that take the needs of individuals as the basis for analysing and planning” (Burton, 1979:80)
The Problem-Solving Approach has three essential features which makes it outstanding as a light for conflict Analysis and conflict Resolution:
First, it digs into the economic relations of domination to bring out the characteristics which produce discontent between individuals, groups or nation-states
Second, rather than carried away by violence and disruptions that are the manifestations of such problems, the Problem-Solving Approach investigates the underlying and causal causes of the problem.
Thirdly, John Burton stressed that “Problem-Solving implies that, in order to reveal the nature of conflict and the sources of particular conflicts, the approach must be analytical. It must include not only clarifications of terms and concepts, but also questioning of assumptions” (Burton, 1990:5).
The Structural Problem-solving Approach model can be created and displayed as Conflict Analysis Map which can be adapted in any case study. The Map is as follows:
Conflict context which will examine the history, origin and sources of the conflict.
It takes into consideration the environment of the conflict which takes note of the strengths and or weaknesses of the parties; the issues; the dynamics; the possibilities of having more than two parties; socio-economic and political development; cultural differences; spread and escalation of violence; etc.
Documentation of knowledge and information about the case
Use of Third Party approach when there is a need
Presence and/or efforts of external parties to influence the conflict
Thus, the above as conflict Analysis Map could result automatically to conflict resolution as problem-solving. Which means that the outcome is not an end of the exercise because it would bound to create another set of relationships – either of peace or more conflicts.
Conclusion
Conflict Analysis is a fundamental requirement of conflict resolution. In another context they are the same because as you are on a process of conflict resolution you are just analysing conflict. A successful transformation of conflict into peace requires an understanding of the conflict. One is knowledge and information about the parties, the issues, the origin and history of the conflict as well as the environment of the conflict. Second, there is need of experts in conflict analysis. This is the rational of having a Third party in conflict resolution. Finally and most importantly, there is a need of a Theoretical Paradigm which will help in discovering the issues, understanding the parties and collecting relevant information and analysing the problem. By the time you are doing this you are already resolving conflict.
References
1. Zantman I. William (1999): Conflict Resolution in Africa. Washington: The Brookings Institution
2. Charles O. Lerche (2006): “The Conflicts of Globalisation”. The International/Journal of Peace Studies: Vol.3
3. Samir Amin (2000): “Economic Globalisation and Political Universalism”. Journal of World Systems Research Vol.3
4. Coser, L.A. (1968): Conflict: The Social Aspect. New York: Fresh Press
5. Johan Galtung (1971): “A Structural Theory of Imperialism”. Journal of Peace Research Vol.8 No.4
6. Johan Galtung (1969): “Violence, Peace, and Peace Research”. Journal of Peace Research No.3
7. Johan Burton (1979): Deviance, Terrorism and War: The Process of solving unsolved social and political problems. Oxford: Martin Robertson.
8. Johan Burton (1990): Conflict: Resolution and Provention. London: Macmillan.
9. Fred E. Jandt (1973): Conflict Resolution through Communication. New York: Harper and Row Publishers
10. James Petras and Kent Trachte (1978): “Liberal Structural and Radical Approach to Political Economy”. James Petras (ed.) (1978): Critical Perspectives on Imperialism and Social Class in the Third World. New York and London. Monthly Review Press.
ON
A READER FOR STUDENTS PROJECT ON PEACE AND CONFLICT RESOLUTION
BY
M.M. YUSUF
DEPARTMENT OF POLITICAL SCIENCE
BAYERO UNIVERSITY, KANO
DECEMBER 2006
Conflict Dynamics and Analysis
Introduction
Every human society at different moments in the history of its development produces and reproduces definite forms and varied conflicts. In other words conflict is existing in every human relationships. These conflicts, in contrast to the position held by traditional sociologists who viewed conflict as an aberration are fundamental and brings about human progress.
Whereas some of these conflicts as we experience in modern Nigeria are retrogressive, their correct resolution would come with great promises for a way forward in the development of the society. That is why many conflict researchers insist that conflict is creative as all great institutions, agencies, programmes and ideas for human development are the outcome of conflict.
This chapter deals with a theoretic perspective to comprehending and analysing conflict. However, in order to provide a theoretical insight on conflict analysis a preliminary observation needs to be raised and clarified. This is that analysing conflict is a process of conflict resolution. For such an undertaking is necessary in a Problem-Solving Approach to conflict resolution. Therefore, in order to avoid repetition I am going to give treatment of the components of conflict analysis under the theoretical insights of structural Problem Solving Approach to conflict.
Conflict: The Concept
The conception of conflict as an undebated notion in conventional sociology becomes widely accepted and used in political and economic sciences. Yet it has never become controversial in its meaning. Except in emphasis pertaining to context of each discipline conflict is defined in all the disciplines as a situation whenever two or more people, groups or states seek to possess the same object or to achieve the same goal, operating at the same position but ploy incompatible role in achieving their purposes.
As I suggested earlier William Zantman confirmed that conflict is an inevitable aspect of human interaction, an unavoidable concomitant of choices and decisions (Zantman, 1991:20). He further pressed that conflict stems from the basic fact of human inter-dependencies – as for individuals to meet their basic needs they depend on active participation of other individuals (Ibid:20)
A conflict may surface at many levels, be it between husband and wife in the domestic setting, between workers and management in the factory and it may manifest itself between larger collectivities like conflicts between classes, religious communities and gender groups or between state and society.
Some theorists have distinguished between conflict and dispute. First a dispute is about negotiable interests that can be settled by compromise, while conflict is about human needs and involves addressing underlying causes for effective resolution.
In a conflict relationship I propose four theses that are necessary:
There must be two or more parties with distinct interest
There must be struggle by each party to control the existing object or space of the struggle
The objective of each party is to neutralise, injure or eliminate the other party
Finally, it is important to recognise that conflict is a form of interaction and a way of achieving some kind of unity even if it involves annihilation of the conflicting parties.
Indeed, the world is going through rapid changes including of concepts, theories and ideas, yet the meaning of conflict has not completely changed except an emphasis that because of deep contradictions as a result of interactions in a globalising world people, groups, classes and states are living in a permanent conflictual relationship.
Social Conflict: The Phenomenon
In Conflict Analysis it is important to distinguish between social conflict and non-social conflict. The later is a one-party conflict, an intra-personal or individual in conflict with nature or with environment or with self. The former on the other hand involves at least two parties of distinct groups in a larger society.
It may be further realised that there are varied forms of social conflict each with differing characteristics and outcome in Conflict Analysis. There is institutionalised and non-institutionalised conflict. The former is a conflict between two organised bodies e.g. a conflict between workers and management. That is industrial conflict. The latter is a conflict of a disorganised character e.g. racial conflict, riot (regardless of organised effort to initiate it), rebellion, revolt, etc. Another type which traditional conflict, researchers termed ‘realistic conflict is characterised by opposed means and ends – by incompatibility of values and interests e.g. religious conflicts. Furthermore, there is conflict of right and conflict of interest. Where there is Agreement between two parties and one refused to be bound by some provisions of the Agreement the conflict that would arise is called conflict of right. Or if there is Agreement and one party changes the Agreement without consent of the other is called conflict of interest. Example of these is the protracted ASUU-FGN industrial disputes and conflict in the 1990s.
Social notion of conflict has taken another dimension in peace and conflict studies in the contemporary era of globalisation. There is no doubt that the human society in the last quarter of century has witnessed profound transformations, unprecedented in human history. This development can be observed in pursuit of free market policies in the World Economy, proliferation of Information Technology which has reduced the distance and space of the globe, the increasing westernisation of our culture and politics, living in the world where National bounders are increasingly becoming irrelevant and most importantly the people in developing countries being forced to be governed in a hollowing democracy.
There is an existing debate in the literature on peace and conflict studies that this new development would vanished all sources of social conflict and bring peace while on the other hand others argued that globalisation brings fundamental changes in the spatial and temporal terrain of social existence which brings shifts of forms of human activity which the outcome are all sorts of conflict. According to this view which can be seen everywhere around us the transformation comes with simultaneous processes of integration and fragmentation; of solidification and individualisation; and of social selection and social exclusion. As Charles O. Lerche (2006) observed “All levels of society are being reshaped by this process: the individual may find her/his livelihood threatened or identity thrown into question; localities and whole regions are forced to recreate themselves or die in the face of new economic forces; and nation-states themselves experience steadily decreasing freedom of action and ever closer ties with each other”.
Why must we not say that these produce social conflicts? And that social conflict exists instead of peace. At any rate, the concept of social conflict helped to guide Conflict analysis based on structuralist Problem Solving Approach because both are concerned with human needs of the people.
Conflict Analysis: Theoretical Perspectives
There is no doubt to assert that there are volumes of research output on peace and conflict in Nigeria. Particularly covering ethnic and communal conflicts. The studies are rich in empirical data but weak in their theoretical insights. I am not surprised that many of these studies, sponsored by donor agencies, separate theory from data.
A survey of the literature on peace and conflict studies reveals many theoretical approaches which could help in Conflict Analysis. These theories are also called theories of conflict resolution. These include among others the following:
Conflict resolution as a psychoanalysis
Conflict resolution as a decision-making
Conflict as a conspiracy i.e. the conspiracy theory
There is also rising expectations and frustration aggressive theory
There is historical antecedents model of violence and conflict
Conflict resolution through communication
Power relations theory
There is also Marxist theory of conflict and conflict resolution.
These theories of conflict signifies that each one of them has different assumptions which could explain a conflict in order to manage it. For example the conflict between the Tivs and Jukuns in Taraba State is analysed at one level as a result of unfair distribution of land against the Jukuns which breeds conflict between them. At another level it is said that both Jukuns and Tivs are lovers of war, therefore when they live in one community they would be fighting each other. Each of these levels of analysis will produce different explanations and outcome of the conflict between Tivs and Jukuns.
In this respect, since people are the ones directly affected by conflict, and in order to develop a generic perspective which will capture essentially the peoples’ needs in any form of conflict, it is necessary to get alternative theoretical perspectives which will give broader frame of reference in Conflict Analysis.
The structural Problem Solving Approach is the alternative theory. The emphasis of the theory is on individuals, their unfulfilled needs and their inter-relations with other people. There are two perspectives in this theory. These are:
Structuralist perspective
Human needs theory perspective
Structuralist Perspective
The most remarkable scholar and founder of the structuralist school was Johan Galtung. For Galtung, the central problematic of economic relations, between individuals, groups or nations is “the tremendous, inequality within and between nations, in almost all aspects of human living conditions, including the power to decide over these living conditions, and the resistance of this inequality to change” (Galtung, 1971:81). This inequality is seen to manifest in conflict and violence between individuals, groups and nations.
Galtung introduced a triangle of violence which he called direct violence (aggressive assault or murder), structural violence (death by systemic problems such as poverty and malnutrition) and cultural violence (prejudices that blind us or seek to justify injustice). This reveals that in Nigeria for example, we are in all kinds of conflict and violence – ethnic, religious, industrial, political, and others – because of structural imbalances in the society.
Human Needs Theory Perspective
Essentially, Human Needs theory develops further our understanding of the nature and underlying causes of social and structural conflict and what it means to be human. John Burton was the most remarkable scholar of Human Needs theory of conflict analysis and conflict Resolution.
John Burton maintains that structural changes affect the basic human needs and behaviour of the people. He attributes a great deal of conflict to failure to recognise the frustration of the basic human needs (Burton, 1979:79). Furthermore, John Burton specified that needs theory regards need satisfaction as a stepping stone on the path to a harmonious society.
Accordingly human behaviour is the most important factor to be considered in the process of conflict resolution. Human behaviour is in this context defined to be the needs, values and interests of human beings which must be the issues touched on any conflict whether it is between individuals, groups or state or between the state and the people.
Structural Problem Solving Approach
This paradigm of Conflict Analysis integrates the principles of structuralist theory and of Human Needs theory perspective. Thus, it is called structural Problem Solving Approach.
While the structuralist aspect is derived from Johan Galtung, the Problem Solving dimension is derived from John Burton. In order to drive his position conclusively Burton states that “Problem-Solving at the social level – be it the small groups, the nation state or interactions between states – is possible only by processes that take the needs of individuals as the basis for analysing and planning” (Burton, 1979:80)
The Problem-Solving Approach has three essential features which makes it outstanding as a light for conflict Analysis and conflict Resolution:
First, it digs into the economic relations of domination to bring out the characteristics which produce discontent between individuals, groups or nation-states
Second, rather than carried away by violence and disruptions that are the manifestations of such problems, the Problem-Solving Approach investigates the underlying and causal causes of the problem.
Thirdly, John Burton stressed that “Problem-Solving implies that, in order to reveal the nature of conflict and the sources of particular conflicts, the approach must be analytical. It must include not only clarifications of terms and concepts, but also questioning of assumptions” (Burton, 1990:5).
The Structural Problem-solving Approach model can be created and displayed as Conflict Analysis Map which can be adapted in any case study. The Map is as follows:
Conflict context which will examine the history, origin and sources of the conflict.
It takes into consideration the environment of the conflict which takes note of the strengths and or weaknesses of the parties; the issues; the dynamics; the possibilities of having more than two parties; socio-economic and political development; cultural differences; spread and escalation of violence; etc.
Documentation of knowledge and information about the case
Use of Third Party approach when there is a need
Presence and/or efforts of external parties to influence the conflict
Thus, the above as conflict Analysis Map could result automatically to conflict resolution as problem-solving. Which means that the outcome is not an end of the exercise because it would bound to create another set of relationships – either of peace or more conflicts.
Conclusion
Conflict Analysis is a fundamental requirement of conflict resolution. In another context they are the same because as you are on a process of conflict resolution you are just analysing conflict. A successful transformation of conflict into peace requires an understanding of the conflict. One is knowledge and information about the parties, the issues, the origin and history of the conflict as well as the environment of the conflict. Second, there is need of experts in conflict analysis. This is the rational of having a Third party in conflict resolution. Finally and most importantly, there is a need of a Theoretical Paradigm which will help in discovering the issues, understanding the parties and collecting relevant information and analysing the problem. By the time you are doing this you are already resolving conflict.
References
1. Zantman I. William (1999): Conflict Resolution in Africa. Washington: The Brookings Institution
2. Charles O. Lerche (2006): “The Conflicts of Globalisation”. The International/Journal of Peace Studies: Vol.3
3. Samir Amin (2000): “Economic Globalisation and Political Universalism”. Journal of World Systems Research Vol.3
4. Coser, L.A. (1968): Conflict: The Social Aspect. New York: Fresh Press
5. Johan Galtung (1971): “A Structural Theory of Imperialism”. Journal of Peace Research Vol.8 No.4
6. Johan Galtung (1969): “Violence, Peace, and Peace Research”. Journal of Peace Research No.3
7. Johan Burton (1979): Deviance, Terrorism and War: The Process of solving unsolved social and political problems. Oxford: Martin Robertson.
8. Johan Burton (1990): Conflict: Resolution and Provention. London: Macmillan.
9. Fred E. Jandt (1973): Conflict Resolution through Communication. New York: Harper and Row Publishers
10. James Petras and Kent Trachte (1978): “Liberal Structural and Radical Approach to Political Economy”. James Petras (ed.) (1978): Critical Perspectives on Imperialism and Social Class in the Third World. New York and London. Monthly Review Press.
POL. 2204: FOUNDATION OF POLITICAL ECONOMY
DEPARTMENT OF POLITICAL SCIENCEFACULTY OF SOCIAL AND MANAGEMENT SCIENCESBAYERO UNIVERSITY, KANO
POL. 2204: FOUNDATION OF POLITICAL ECONOMY
COURSE LECTURER: M.M. YUSUF
VENUE:TIME:SESSION: 2006/2007
INTRODUCTION:
The science of Political Economy is in crisis. In a motion of one step forward and two steps backward. While it had made great progress in developing concepts, methods, theories and approaches to capture the changes and transformation of human society, now it is dominated by an aged approach in analysis and understanding the current globalization.
The old approach is based on the principles of classical and neo-classical political economy and of politics of Liberalism. This is given a name as interdisciplinary political economy. To distinguish this Political Economy from “old” it is often called “The New Political Economy”.
Accordingly, important methods, very influential in the science are generally being relegated. This is the case of Marxist Political Economy. The development of Marxian Political Economy arose out of the controversy with Bourgeoisie perspectives on the science. This implies that with shift backward to classical and, neo-classical approaches, the science is carried back to the “Old” and the dead tradition.
My intention is to bring back Marxian Political Economy as a light to understanding and analysis of the contemporary globalization. Marxist Political Economy is defined here as an integration of Political Economic methods and analysis informed by theory and practice of working-class self- emancipation, as well as Marxist labour theory of value.
Consequently, we are going to ask many questions neglected by Nigerian students of today. Such as is Marx relevant to our world of the twenty-first century. What does revolutionary politics mean in the era of globalization; Is there imperialism? Do Marxian theories of imperialism help to understand the relationship between developed and developing world? What of classes and class struggle in the contemporary era of globalization? Etc.
In Nigeria, to be more specific, Marxist theory was the subject of increasing interest and of fervent discussions and debates in our universities. Students and Lecturers developed many theories and creative ways of practicalising them. Today, in many academic circles it meets only with indifference and or contempt. At best it is no longer recognized. Most students and lecturers do not know about it. Those who knew it have set it aside. Others would say socialism has collapsed. So there is no need of Marxist theory.
If socialism as a political practice has collapsed socialist ideas and Marxist theory are still alive. Indeed, Marxist theory is daily being enriched with new ideas to be used to understand changes in world today. That is what we intend to do in “Foundation of Political Economy”.
Therefore, the central focus of the course in this academic session is Marxist theory in the age of globalization. The course has identified six areas for treatment. Firstly, is the concept, the history and the subject matter of Political Economy. Secondly, the “Old” and the “New” perspectives on Political Economy. Thirdly, is the methodological and theoretical foundation of Marxian Political Economy as well as the main elements in the theory. Fourth, is Revolutionary Politics in the twenty-first century; including anti-globalisation and socialist revolution. Fifth, is on Marxist Politics and Ideology in Nigeria. Finally, there will be a survey of literature by students on Marxist Politics in Nigeria.
Finally, by way of advice of a “teacher” to his students let me speak in the thinking and words of Marx, that in any work one is doing there is no opportunism and sycophancy and “there is only one royal road to science”. These mean that you must work hard. I like to see my students working hard that is the reason why I appreciated the present Level III students in their level II class of Political Economy. That I even call them my “Flowers”.
Conclusively, I want say that there is simply no way to understand Marxian Political Economy without hard work and serious intellectual effort. Indeed, the course will introduce central themes in the thought of Karl Marx, therefore, we would be reading excerpts from some of Marx’s most important works and of course of secondary interpretations of these works.
TOPICS AND READINGS
1. General Introduction
Introducing the course; the topics to be treated; the readings; course Requirements; Assessment of the programme by students; other issues;
2. The Subject matter of Political Economy
History of Political Economy; Unity of Political Science and Economics; a multidisciplinary course; in search of definitions; central concepts in Political Economy; What issues does it deal with? What method of investigation?
Required Readings
1. Bruno S. Frey, Modern Political Economy 1-33
2. Caparaso and Levine, Theories of Political Economy. Chapter 1
3. Beckman B. “Political Science and Political Economy”. In Barongo Y. R. (ed.), Political Science in Africa: A Critical Review
4. Eskor Toyo, “Primary Requirements for the Unity of Political Science and Economics”. In Borongo Y. R. (ed.) op. cit.
5. Eskor Toyo, “The mode of Production Nucleous as integrator of Economic and Political Sciences. In NJPS Vol. 2 No. 2
6. Henry Sidgwick, The priciples of Politial Economy. Chapter 11
7. Henry Sidgwick, The Art of Political Economy. Chapter 1
8. Wikipedia, “Political Economy” Website
9. Claus Offe, “Politilcal Economy: Sociological perspectives”. In Robert E.G. and Klingman (ed). A New Hanbook of Political Science.
10. Eaton J. Political Economy Pgs. 1-17
11. Meskeren, The Marxist. Leninist Concept of Political Economy.”. in Meskeren: A Quarterly Ideological Journal of the Central Committee of COPWE.
12. Jan-Eric Lane and Suante Erson, Conparative Political Economy: A Developmental Approach.
13. Robert Gilpin, The Political Economy of International Relations. Chapter 1
14. Sergeillym and Motylev, What is Political Economy
15. G.A. Kozlov, Political Economy: Capitalism. Chapter 1
16. Henry George, Science of Political Economy Chapters 8, 9, and 12
17. Pablo Levin, “Political Economy at the Close of its Subject-matter”. The Journal of Management and Economics
18. J.K. Ingram, A History of Political Economy
19. Sismonde de Sismonde, Political Economy. Chapter 1
20. Otwin Marenin, “Essence and Empiricism in African politics”. In Borongo Y. (ed.) op. cit.
3. Perspectives on the Science of Political Economy
Required Readings
1. James Petras and Kent Traclte (eds). “Liberal, Structural and Radical Approaches to Political Economy: An Assessment and an Alternative. In James Petras, Critical Perspectives on Imperialism and Social Classes in the Third World.
2. Robert Golpin. Op.Cit Chapter 2
3. A. B. Atkinson, “Political Economy: Old and New”. In Robert E. G. and Klingermann (ed). Op. cit.
4. James E.A. and Alberto A. “Political Economy: An Overview”. In Robert E.G and Klingermann (ed). Op. Cit.
5. Ernest Mandel, Marxist Economic Theory. Chater 18
6. G.A. Kozlov. Op. Cit. Pgs. 12-17
7. Caporaso and Lavine Op. Cit.
8. Bruno S. Frey Op. Cit.
9. Progress Publisher, Present-Day Non-Marxist Political Economy: a Critical Analysis.
4. Continuous Relevance of Marxist Theory Today
Required Readings
1. Allen Woods and Bob Sawelll, “What is Marxism” Website
2. John Gledhill, “What’s New, What’s global and What’s Marxism at the end of the 20th Century? Website
3. Adam Barnhant, “Postmodern Theory and Karl Marx”. Website
4. Callinicos, “An Anti-Capitalist Manifesto”. Website
5. Schmitt, Introduction to Marx and Engels Pgs. 1-11
6. Karl Marx and Frederick Engel. “Manifesto of the Communist Party”. In their Selected Works. Vol. 1
5. Marxian Political Economy: methodological and Theoretical Foundations. Historical Materialism; Elements of Marx’s Critique of Capitalism;
Required Readings
Bade Onimode, An Introduction to Marxist Political Economy. Chapters 1, 2, and 3.
T. B. Bottomore, Karl Marx: Selected Writing in Sociology and Social Philosophy Pgs. 1-67 and 178-202.
Caporaso and Levine, Op. it. Chapter 3
Karl Marx, The German Ideology, Chapter !; 178-208
Karl Marx, “Preface to a Contribution to the critique of Political Economy”. In Selected Works, Vol. 1
Karl Marx, Theses on Feuerback” in Selected Works.
Karl Marx, “Alienated Labor”. Selected Works
Karl Marx, “Commodities” and “Fetishism of Commodities”.
M. Rupert and H. Smith (eds).Historical Materialism and Globalisation.
6. Marx’s Theory of Capitalist Development: Surplus-Value and Capitalism; the Falling Tendency of the Rate of Profit; Values and Prices; Capitalist Crisis.
Required Readings
1. Bade Onimode, Op. cit. Chapters 4, 5 and 9
2. G. A. Kozlov, Op. Cit. chapters 4 and 9
3. Ernest Mandel, Op. Cit. Chapters 2, 3, 4, 5 and 6
4. Robert Golpin, Op. Cit. Chapter 7
5. Paul M. Sweezy, The Theory of Capitalist Development. Chapters 1, 4, 6 and 12.
6. Hymer S. “The Multinational Corporation and the Law of Uneven Development”. In Hugo Radice (ed.). International Firms and Modern Imperialism.
7. Geofrey Kay, Development and Underdevelopment: A Marxist Analysis. Chapters 2, 4, and 5.
7. Marxist Theory: Globalisation, Classes and Class Divisions
Required Readings
David Yatle, “The Political and Economics of Globalisation. Website
Leslie Sklair, “The Transnational Capitalist class and the Discourse of Globalisation”. Website.
William I. Robinson and Jerry Harris”, Towards a Global Ruling-Class: Globalisation and Transnational Capitalist Class”. Website
Style, “A Theory of Global Capitalism-Production, Class and State in a Transnational World. Website
Chris Spannos, “The Third Wave and the Third Class”. Website
Alejandro Colas. The Class Politics of Globalisation”. Website.
Harry Cleaver, “ The Inversion of Class Perspective in Marxian Theory: From Valorisation to Self-valorisation
8. Marxist Theory, Globalisation and State
Required Readings
1- Bade Onimode Op. Cit. Chapter 11
2- Poul M. Sweezy Op. Cit. Chapter 13
3- Lenin, State and Revolution: Popular Outline
4- Nicos Poulentzas, Classes in Contemporary Capitalism
5- Nicos Poulantzas, State, Power and Socialism
6- Holloway J. and Picciot S. (eds.) State and Capital: A Marxist
Debate
7- Robin Murray, “International of Capital and the Nation State”, In Hugo Reduce Op. Cit.
8- Williams I. Robinson, “Capitalist Globalisation and Transnationalisation of State. Website
9- Colin Barker, “A note on the Theory of Capitalist State”. Website
10- Ernest Mandel. “ Marxist Theory of the State. Website
11- Rai Tabor, “The Marxist Theory of the State”. Website
12- Bob Jessop, “Globalisation and the National-State”. Website
13- Joo Hyoung J1, “Globalisation and the Nation-State”. Website
14- Lisa Watanabe. “Legacies of Miliband and Poulantzas”. Website
15- Gary Dean, “Globalisation and the Nation-State”. Website
16- Chris Harman, “The State and Capitalism Today”. Website
9. Marxist Theory: Globalisation and Imperialism
Required Readings
1- Karl Marx, Manifesto of Communist Party
2- Lenin, Imperialism: The Highest Stage of Capitalism
3- Ellen Wood, Empire of Capital
4- Hardt and Negri, Empire
5- Anthony Brewer, Theories of Imperialism. A Critical Review
6- Eskor Toyo, Background to globalization
7- D.W. Nabudere, The Political Economy of Imperialism
8- Yash Tandon, Globalisation and the South: The Logic of Exploitation
9- James Petras and Henry Veltoneyer, Globalisation Unmasked: Imperialism in the 21st Century
10- Lorimer Doug, Imperialism in the 21st Century: War, Neo-liberalism and Globalisation
11- Chris Harman, “Analysing Imperialism”. In International Socialism
12- Immanuel Wallerstein, “Us weakness and the Struggle for Hegemony”. Monthly Review July-August, 2003
13- Peter Gowan, “Us Hegemony Today. Monthly Review Op. Cit
14- John Bellary Fonster, ”The New Age of Imperialism”. Monthly Review Op. Cit
15- Ray Kiely, “Capitalist Expansion and the Imperialism-Globalisation Debate”. Contemporary Marxist Explanations
16- Nick Beans, “The Significance and Impliations of Globalisation: A Marxist Assessment”.
17- Jan Otto Anderson, “Imperialism: Marxist Analysis”. Website
18- Chu Van Cap, “Marx and Engels on Economic Globalisation”. Website.
19- Dave Renton (ed). Introduction to Marx on Globalisation
20- Ernest Mandel, Op. Cit. Chapter 13
21- G. a. Kozlov, Op. Cit Chapters 10, 11, and 12
10. Marxist Theory: Imperialism, Dependency and World Economy
Required Readings
1- Anthony Brewer, Op. Cit
2- Robert Gilpin, Op. Cit. Chapter 7
3- Bill Warren, Imperialism: Pioneers of Capitalism
4- Vicky Randal and Robin Theobald, Political Change and Underdevelopment
5- Paul M. Sweezy, Op. Cit. Chapter 16
6- Bade Onimode Op. Cit. Chapter 12
7- Robert Brenner, The Boom and the Bubble
11. Revolutionary Politics for the 21st Century: Anti-Globalisation Struggle
Required Readings
1. John Holloway, Change the World Without Taking Power.
2. M. Rupert, “ Re-reading Gramsci in an era of Globalising Capitalism: Reflections on the possibility of a Transnational War of Position”
3. Walden Bello, “The Struggle for a Deglobalised World”. Website
4. Website, Globalisation and International Working Class: A Marxist Assessment of the International Committee of the Fourth International
5. Hardt and Negro, Op. Cit
6. Website, “Marxism, Globalisation and Politics in Hardt and Negri’s Empire
7. In Defence of Marxism, “Anti-globalisation and Marxism”. Website
8. New Formulation, “Theory of the “Anti-globalisation movement”. Website
9. David Barber, “The Anti-globalisation Movement”. Website
10. Wage Slave, “A Marxist Critique of Anti-globalisation Movement”. Website
11. The Beirut Declaration and Action Plan, “Where Next for the Global Anti-War and Anti-Globalisation Movement”? Website
12. Wikipedia, “Anti Globalisation”.
13. Christine B.N. et al, “Conceptualising Resistance to Globalisation”. In B. K Gills (ed). Globalisation and Politics of Resistance
14. Gregory Albo, “The Unexpected Revolution. Venezuela Confronts Neo-Liberalism
15. Steve Ellner, “Left Goals and the Debate Over Anti-Neo_Liberal Strategy in Latin America”. Science and Society.
16. Alex Callinicos, “State of Discotent”. Socialist Review
17. Neo Simutany, “Neo-Liberalism and the Relevance of Marxism to Africa: The case of Zambia”. Conference Paper
18. Karl Marx, “Critique of the Gotha Programme”. In Selected Works
19. Karl Marx, “The Civil War in France”. In Selected Works
20. Karl Marx, “The Communist Manifesto”. In Selected Works
12. Marxist Theory: Globalisation, Socialist Revolution and Socialism
Required Readings
1. Bade Onimode Op. Cit Pgs. 244-250
2. Ernest Mandel, Op. Cit. Chapters 16 and 17
3. G. A. Kozlov, Political Economy: Socialism
4. Leslie Sklair, Globalisation, Capitalism and its Alternatives. Chapters 10, 11, and 12
5. Poul M. Sweezy, Op. Cit. Chapter 19
6. james Petras, “The Struggle for Socialism Today”.
7. James Petras, “Globalisation: A Socialist Perspective”.
13. Marxist Politics and Ideology in Nigeria. This will cover three different areas
i. A Survey of Literature on Marxist Political Economy in Nigeria
ii. Globalization and Working-Class Struggles in Nigeria
iii. The Rise and Decline of Marxist Politics and Ideology in Nigeria
Required Readings
1. Yusuf Bala Usman and Yusuf Bangura: Debate on the Nigerian Economic Crisis
2. Yusufu Bala Usman, For the Liberation of Nigeria
3. Ebenezer Babatope, Nigeria: The Socialist Alternative
4. Eddie Manunagu, Problems of Socialism” The Nigerian Challenge
5. M.A. Rimi, Marxism and African Reality: Solidarity Message to the Seminar on Marx and Africa.
6. M.A. Rimi, Ideology of Nigerian Progressive
7. Eno Edet Traore, Realists, Trotskyites and Anarchists: An Open Letter to Balarabe Musa.
8. Ola Oni, Towards A Socialist Political system for Nigeria: The Programme for the Working People
9. Eskor Toyo, The Third Republic and the Working-Class
10. Abubakar Mohammad, Left formations in Nigeria
11. M.M. Yusuf, Human Rights Movement in Nigeria: Old and New. Conference Paper
12. Ellen Wood, “Marxism Without Class Struggle”. Socialist Register
13. Ellen Wood, Retreat from Class
14. Report on semester Group Projects. The reports will be exchanged among the seminars to write small research project response paper. Both the reports and the response papers are to be presented during this period.
15. Conclusion:
Concluding remarks by the course instructor on the course and performance of the students during the course work; critical comments by students on their classroom experience and view on the subject-matter of the course; and assessment of the education received; then any other things.
Joint Readings
1. Karl Marx, “The British Rule in India”. Selected Works Vol. 1
2. Karl Marx, “The Future Results of British Rule in India”. Selected Works Vol. 1
3. Karl Marx, Grundrisse
4. Karl Marx, Wage Labour and Capital”. Selected Works Vol. 1
5. Ernest Mondel, Late Capitalism
6. Claude Ake, A political Economy of Africa
7. Ralph Pattman, Understanding International Political Economy
8. J. A Williams, “Globalisation and Inequality: Past and Present”. In J. A. Jeffrey and D. A. Laxe, International Political Economy
9. Richard W. M. Global Puzzle: Issues and Actions In World Politics
10. Martin Khor. Globalisation and the South: some Critical Issues
11. Dani R. “Sense and Nonsense in the Globalisation Debate”. In Jeffrey and Lake Op. Cit.
12. Phillip G. C. “Globalisation and the Changing Logic of Collective Action”. In Jeffrey and Lake Op. Cit
13. Robert Gilpin, Global Political Economy: Understanding the International Economic Order.
14. Lyubisa mittrovie, “Globalisation and the New World Order”. In Review of International Affairs Vol. 1 No. 1082.
15. Robert H. B. and Anne O. K. Political and Economic Interactions in Economic Policy Reform.
16. Cloude Ake, The Political Economy: Explanatory Notes on Marxian Legacy in Africa
17. Howardstarley, “Globalisation or Colonisation” Website
18. Manfred Bienefeld, “ Dependency Theory and Political Economy of Africa’s Crisis”.
19. Ernest Mandel, Late Capitalism
20. Berijamin Barber, Jihad Vs. Mcworld: How Globalisation and Tribalism are reshaping the world
21. Irving M. Zeitlin, Marxism: A Re-examination.
Course Requirements
The teaching of the course is by giving lectures on the topics outline above. Each topic is expected to be covered in one lecture period. When the duration of the semester is against my plan some topics may be combined and treated in one lecture period. However, the last thirty minutes of each period will be for presentation and discussion on chosen text or question for weekly assignment.
Assessment of students is based on end of the semester Examination (70%) and continues Assessment (30%). The C.A will be determined in the following ways:
Weekly Assignment/Participation in Class Discussion/Attendance
There will be weekly readings and presentation of the work for discussion. You will be divided into seminars and in the last 30 minutes of each period, a seminar will be called upon. Class participation is very important if every one is to learn from other people’s points of view. Therefore, when a seminar is called some will submit their reports while others will respond.
The report is not going to be simple summaries. They should bring out three things. First, is to briefly identify the issues raised in the text. Secondly, bring out one of the major issues and analyse the argument by giving a critique of it. Thirdly, in making the critique brings some empirical evidence to support your observation on the author’s argument.
My usual rule applies here too. That is that any student who missed one weekly assignment will not be awarded any mark for the weekly assignments (10%).
SMALL RESEARCH PROJECT
Each seminar will be involved in a small research project. The research paper will reflect the course coverage on “Marxist Theory and the current globalisation”. The paper is expected to be presented according to a standard of original contribution, with theoretical insights on the area of the research. A paper which has not followed the standard and or contains many typographical errors will not be graded (5%).
RESEARCH PROJECT RESPONSE PAPER
The small research project of each seminar will be given to another seminar to respond and present while the original authors will be by the side to defend their work.
ICT USAGE
We will source many of the teaching materials via the internet. I have hereby attached a paper for you on how to use internet. You are expected to develop the skills on how to use the New Communication System for learning and research. Every week you will go on internet. On any paper you write I want see a lot of internet input. As of students of POL.4301of 2005/2006 session, you too are hereby advised to form “internet partnership” and “cyber club”.
Then, each member of the class must have an e-mail account. The posting of relevant messages on the course is encouraged. Before the end of the semester, each seminar will e-mail me one work and anyone of you who wishes can e-mail me. If we succeed in making good use of ICT I will personally open e-mail account specifically for “foundation of Political Economy” (5%).
SUPERVISED TEST
There will be a test based on the paper “study guidelines for effective performance by my students”.
ATTENDANCE
Class attendance is very important. If you are going to miss my class, please notify me at least 24 hours in advance. When a seminar is called, anybody present will be awarded 5%. Anybody absent or for whatever reason is called and not present will get -5% from his/her total CA.
A SURVEY OF LITERATURE ON MARXIST POLITICAL ECONOMY IN NIGERIA
Before the end of the semester each seminar will make a survey of the literature and compile not less than 20 different texts on Marxist Political Economy in Nigeria. The survey is to be informed by the coverage and the subject-matter of this course (5%).
CRITICAL COMMENTS BY STUDENTS ON THEIR CLASSROOM EXPERIENCE
At the end of the semester each seminar will make a presentation on the classroom experience as specified on the teaching programme circulated.
ON BEING AGAINST PLAGIARISM
In order to purify the system of learning and research I have to take strict disciplinary action against any student who is found on plagiarism.
What is Plagiarism? In Oxford Mini reference Dictionary you find the following entries on the word plagiarism… “take and use (another’s writings, etc) as one’s own”.
To be precise, plagiarism is academic dishonesty. This includes dishonesty in assignments, tests or in short claiming credit for any work not done or done by others.
To avoid plagiarism you must not paraphrase someone else’s work and present it as your own. Again, all sources consulted should be properly acknowledged. While reviewing your colleagues work it must be strictly on what the authors wrote about.
The penalty is that any assignment found to be plagiarised will receive a zero. Also, any student found plagiarising in a test/examination will get a zero. Any student found in two instances of plagiarism will result in being assessed “00” in the overall continuous assessment on the course.
Learning Needs Skills
Learning, even in tertiary institutions is a complex relationships of so many skills. It requires communication skills, team work, study devices, use of modern Information and Communication Technology, etc.
The following learning guides which I have developed for my students in the last three years are also recommended for you. They are compulsory readings for all my students in the level 200. They can be found in my e-mail address: polbuk@yahoo.com
They are hereby listed below:
1. Assessing students examination papers: Marking Scheme
2. Enhancing students capacity in learning through the use of computers, internet and e-mail
3. Introducing Team/Group works in large classes
4. How to use internet to source reading materials
5. Study guidelines for effective performance by my students
6. How to make patterned notes from texts.
7. Writing Examination: A Communicative Approach
8. How to write group semester paper in large classes
9. How to write Book Review
10. Communicative writing: Exploring the concept
11. Taking Note in class lecture or from a Textbook
12. Using E-mail for Teaching, Learning and Research
13. Using E-Journals and E-Books for Teaching, Learning and Research.
POL. 2204: FOUNDATION OF POLITICAL ECONOMY
COURSE LECTURER: M.M. YUSUF
VENUE:TIME:SESSION: 2006/2007
INTRODUCTION:
The science of Political Economy is in crisis. In a motion of one step forward and two steps backward. While it had made great progress in developing concepts, methods, theories and approaches to capture the changes and transformation of human society, now it is dominated by an aged approach in analysis and understanding the current globalization.
The old approach is based on the principles of classical and neo-classical political economy and of politics of Liberalism. This is given a name as interdisciplinary political economy. To distinguish this Political Economy from “old” it is often called “The New Political Economy”.
Accordingly, important methods, very influential in the science are generally being relegated. This is the case of Marxist Political Economy. The development of Marxian Political Economy arose out of the controversy with Bourgeoisie perspectives on the science. This implies that with shift backward to classical and, neo-classical approaches, the science is carried back to the “Old” and the dead tradition.
My intention is to bring back Marxian Political Economy as a light to understanding and analysis of the contemporary globalization. Marxist Political Economy is defined here as an integration of Political Economic methods and analysis informed by theory and practice of working-class self- emancipation, as well as Marxist labour theory of value.
Consequently, we are going to ask many questions neglected by Nigerian students of today. Such as is Marx relevant to our world of the twenty-first century. What does revolutionary politics mean in the era of globalization; Is there imperialism? Do Marxian theories of imperialism help to understand the relationship between developed and developing world? What of classes and class struggle in the contemporary era of globalization? Etc.
In Nigeria, to be more specific, Marxist theory was the subject of increasing interest and of fervent discussions and debates in our universities. Students and Lecturers developed many theories and creative ways of practicalising them. Today, in many academic circles it meets only with indifference and or contempt. At best it is no longer recognized. Most students and lecturers do not know about it. Those who knew it have set it aside. Others would say socialism has collapsed. So there is no need of Marxist theory.
If socialism as a political practice has collapsed socialist ideas and Marxist theory are still alive. Indeed, Marxist theory is daily being enriched with new ideas to be used to understand changes in world today. That is what we intend to do in “Foundation of Political Economy”.
Therefore, the central focus of the course in this academic session is Marxist theory in the age of globalization. The course has identified six areas for treatment. Firstly, is the concept, the history and the subject matter of Political Economy. Secondly, the “Old” and the “New” perspectives on Political Economy. Thirdly, is the methodological and theoretical foundation of Marxian Political Economy as well as the main elements in the theory. Fourth, is Revolutionary Politics in the twenty-first century; including anti-globalisation and socialist revolution. Fifth, is on Marxist Politics and Ideology in Nigeria. Finally, there will be a survey of literature by students on Marxist Politics in Nigeria.
Finally, by way of advice of a “teacher” to his students let me speak in the thinking and words of Marx, that in any work one is doing there is no opportunism and sycophancy and “there is only one royal road to science”. These mean that you must work hard. I like to see my students working hard that is the reason why I appreciated the present Level III students in their level II class of Political Economy. That I even call them my “Flowers”.
Conclusively, I want say that there is simply no way to understand Marxian Political Economy without hard work and serious intellectual effort. Indeed, the course will introduce central themes in the thought of Karl Marx, therefore, we would be reading excerpts from some of Marx’s most important works and of course of secondary interpretations of these works.
TOPICS AND READINGS
1. General Introduction
Introducing the course; the topics to be treated; the readings; course Requirements; Assessment of the programme by students; other issues;
2. The Subject matter of Political Economy
History of Political Economy; Unity of Political Science and Economics; a multidisciplinary course; in search of definitions; central concepts in Political Economy; What issues does it deal with? What method of investigation?
Required Readings
1. Bruno S. Frey, Modern Political Economy 1-33
2. Caparaso and Levine, Theories of Political Economy. Chapter 1
3. Beckman B. “Political Science and Political Economy”. In Barongo Y. R. (ed.), Political Science in Africa: A Critical Review
4. Eskor Toyo, “Primary Requirements for the Unity of Political Science and Economics”. In Borongo Y. R. (ed.) op. cit.
5. Eskor Toyo, “The mode of Production Nucleous as integrator of Economic and Political Sciences. In NJPS Vol. 2 No. 2
6. Henry Sidgwick, The priciples of Politial Economy. Chapter 11
7. Henry Sidgwick, The Art of Political Economy. Chapter 1
8. Wikipedia, “Political Economy” Website
9. Claus Offe, “Politilcal Economy: Sociological perspectives”. In Robert E.G. and Klingman (ed). A New Hanbook of Political Science.
10. Eaton J. Political Economy Pgs. 1-17
11. Meskeren, The Marxist. Leninist Concept of Political Economy.”. in Meskeren: A Quarterly Ideological Journal of the Central Committee of COPWE.
12. Jan-Eric Lane and Suante Erson, Conparative Political Economy: A Developmental Approach.
13. Robert Gilpin, The Political Economy of International Relations. Chapter 1
14. Sergeillym and Motylev, What is Political Economy
15. G.A. Kozlov, Political Economy: Capitalism. Chapter 1
16. Henry George, Science of Political Economy Chapters 8, 9, and 12
17. Pablo Levin, “Political Economy at the Close of its Subject-matter”. The Journal of Management and Economics
18. J.K. Ingram, A History of Political Economy
19. Sismonde de Sismonde, Political Economy. Chapter 1
20. Otwin Marenin, “Essence and Empiricism in African politics”. In Borongo Y. (ed.) op. cit.
3. Perspectives on the Science of Political Economy
Required Readings
1. James Petras and Kent Traclte (eds). “Liberal, Structural and Radical Approaches to Political Economy: An Assessment and an Alternative. In James Petras, Critical Perspectives on Imperialism and Social Classes in the Third World.
2. Robert Golpin. Op.Cit Chapter 2
3. A. B. Atkinson, “Political Economy: Old and New”. In Robert E. G. and Klingermann (ed). Op. cit.
4. James E.A. and Alberto A. “Political Economy: An Overview”. In Robert E.G and Klingermann (ed). Op. Cit.
5. Ernest Mandel, Marxist Economic Theory. Chater 18
6. G.A. Kozlov. Op. Cit. Pgs. 12-17
7. Caporaso and Lavine Op. Cit.
8. Bruno S. Frey Op. Cit.
9. Progress Publisher, Present-Day Non-Marxist Political Economy: a Critical Analysis.
4. Continuous Relevance of Marxist Theory Today
Required Readings
1. Allen Woods and Bob Sawelll, “What is Marxism” Website
2. John Gledhill, “What’s New, What’s global and What’s Marxism at the end of the 20th Century? Website
3. Adam Barnhant, “Postmodern Theory and Karl Marx”. Website
4. Callinicos, “An Anti-Capitalist Manifesto”. Website
5. Schmitt, Introduction to Marx and Engels Pgs. 1-11
6. Karl Marx and Frederick Engel. “Manifesto of the Communist Party”. In their Selected Works. Vol. 1
5. Marxian Political Economy: methodological and Theoretical Foundations. Historical Materialism; Elements of Marx’s Critique of Capitalism;
Required Readings
Bade Onimode, An Introduction to Marxist Political Economy. Chapters 1, 2, and 3.
T. B. Bottomore, Karl Marx: Selected Writing in Sociology and Social Philosophy Pgs. 1-67 and 178-202.
Caporaso and Levine, Op. it. Chapter 3
Karl Marx, The German Ideology, Chapter !; 178-208
Karl Marx, “Preface to a Contribution to the critique of Political Economy”. In Selected Works, Vol. 1
Karl Marx, Theses on Feuerback” in Selected Works.
Karl Marx, “Alienated Labor”. Selected Works
Karl Marx, “Commodities” and “Fetishism of Commodities”.
M. Rupert and H. Smith (eds).Historical Materialism and Globalisation.
6. Marx’s Theory of Capitalist Development: Surplus-Value and Capitalism; the Falling Tendency of the Rate of Profit; Values and Prices; Capitalist Crisis.
Required Readings
1. Bade Onimode, Op. cit. Chapters 4, 5 and 9
2. G. A. Kozlov, Op. Cit. chapters 4 and 9
3. Ernest Mandel, Op. Cit. Chapters 2, 3, 4, 5 and 6
4. Robert Golpin, Op. Cit. Chapter 7
5. Paul M. Sweezy, The Theory of Capitalist Development. Chapters 1, 4, 6 and 12.
6. Hymer S. “The Multinational Corporation and the Law of Uneven Development”. In Hugo Radice (ed.). International Firms and Modern Imperialism.
7. Geofrey Kay, Development and Underdevelopment: A Marxist Analysis. Chapters 2, 4, and 5.
7. Marxist Theory: Globalisation, Classes and Class Divisions
Required Readings
David Yatle, “The Political and Economics of Globalisation. Website
Leslie Sklair, “The Transnational Capitalist class and the Discourse of Globalisation”. Website.
William I. Robinson and Jerry Harris”, Towards a Global Ruling-Class: Globalisation and Transnational Capitalist Class”. Website
Style, “A Theory of Global Capitalism-Production, Class and State in a Transnational World. Website
Chris Spannos, “The Third Wave and the Third Class”. Website
Alejandro Colas. The Class Politics of Globalisation”. Website.
Harry Cleaver, “ The Inversion of Class Perspective in Marxian Theory: From Valorisation to Self-valorisation
8. Marxist Theory, Globalisation and State
Required Readings
1- Bade Onimode Op. Cit. Chapter 11
2- Poul M. Sweezy Op. Cit. Chapter 13
3- Lenin, State and Revolution: Popular Outline
4- Nicos Poulentzas, Classes in Contemporary Capitalism
5- Nicos Poulantzas, State, Power and Socialism
6- Holloway J. and Picciot S. (eds.) State and Capital: A Marxist
Debate
7- Robin Murray, “International of Capital and the Nation State”, In Hugo Reduce Op. Cit.
8- Williams I. Robinson, “Capitalist Globalisation and Transnationalisation of State. Website
9- Colin Barker, “A note on the Theory of Capitalist State”. Website
10- Ernest Mandel. “ Marxist Theory of the State. Website
11- Rai Tabor, “The Marxist Theory of the State”. Website
12- Bob Jessop, “Globalisation and the National-State”. Website
13- Joo Hyoung J1, “Globalisation and the Nation-State”. Website
14- Lisa Watanabe. “Legacies of Miliband and Poulantzas”. Website
15- Gary Dean, “Globalisation and the Nation-State”. Website
16- Chris Harman, “The State and Capitalism Today”. Website
9. Marxist Theory: Globalisation and Imperialism
Required Readings
1- Karl Marx, Manifesto of Communist Party
2- Lenin, Imperialism: The Highest Stage of Capitalism
3- Ellen Wood, Empire of Capital
4- Hardt and Negri, Empire
5- Anthony Brewer, Theories of Imperialism. A Critical Review
6- Eskor Toyo, Background to globalization
7- D.W. Nabudere, The Political Economy of Imperialism
8- Yash Tandon, Globalisation and the South: The Logic of Exploitation
9- James Petras and Henry Veltoneyer, Globalisation Unmasked: Imperialism in the 21st Century
10- Lorimer Doug, Imperialism in the 21st Century: War, Neo-liberalism and Globalisation
11- Chris Harman, “Analysing Imperialism”. In International Socialism
12- Immanuel Wallerstein, “Us weakness and the Struggle for Hegemony”. Monthly Review July-August, 2003
13- Peter Gowan, “Us Hegemony Today. Monthly Review Op. Cit
14- John Bellary Fonster, ”The New Age of Imperialism”. Monthly Review Op. Cit
15- Ray Kiely, “Capitalist Expansion and the Imperialism-Globalisation Debate”. Contemporary Marxist Explanations
16- Nick Beans, “The Significance and Impliations of Globalisation: A Marxist Assessment”.
17- Jan Otto Anderson, “Imperialism: Marxist Analysis”. Website
18- Chu Van Cap, “Marx and Engels on Economic Globalisation”. Website.
19- Dave Renton (ed). Introduction to Marx on Globalisation
20- Ernest Mandel, Op. Cit. Chapter 13
21- G. a. Kozlov, Op. Cit Chapters 10, 11, and 12
10. Marxist Theory: Imperialism, Dependency and World Economy
Required Readings
1- Anthony Brewer, Op. Cit
2- Robert Gilpin, Op. Cit. Chapter 7
3- Bill Warren, Imperialism: Pioneers of Capitalism
4- Vicky Randal and Robin Theobald, Political Change and Underdevelopment
5- Paul M. Sweezy, Op. Cit. Chapter 16
6- Bade Onimode Op. Cit. Chapter 12
7- Robert Brenner, The Boom and the Bubble
11. Revolutionary Politics for the 21st Century: Anti-Globalisation Struggle
Required Readings
1. John Holloway, Change the World Without Taking Power.
2. M. Rupert, “ Re-reading Gramsci in an era of Globalising Capitalism: Reflections on the possibility of a Transnational War of Position”
3. Walden Bello, “The Struggle for a Deglobalised World”. Website
4. Website, Globalisation and International Working Class: A Marxist Assessment of the International Committee of the Fourth International
5. Hardt and Negro, Op. Cit
6. Website, “Marxism, Globalisation and Politics in Hardt and Negri’s Empire
7. In Defence of Marxism, “Anti-globalisation and Marxism”. Website
8. New Formulation, “Theory of the “Anti-globalisation movement”. Website
9. David Barber, “The Anti-globalisation Movement”. Website
10. Wage Slave, “A Marxist Critique of Anti-globalisation Movement”. Website
11. The Beirut Declaration and Action Plan, “Where Next for the Global Anti-War and Anti-Globalisation Movement”? Website
12. Wikipedia, “Anti Globalisation”.
13. Christine B.N. et al, “Conceptualising Resistance to Globalisation”. In B. K Gills (ed). Globalisation and Politics of Resistance
14. Gregory Albo, “The Unexpected Revolution. Venezuela Confronts Neo-Liberalism
15. Steve Ellner, “Left Goals and the Debate Over Anti-Neo_Liberal Strategy in Latin America”. Science and Society.
16. Alex Callinicos, “State of Discotent”. Socialist Review
17. Neo Simutany, “Neo-Liberalism and the Relevance of Marxism to Africa: The case of Zambia”. Conference Paper
18. Karl Marx, “Critique of the Gotha Programme”. In Selected Works
19. Karl Marx, “The Civil War in France”. In Selected Works
20. Karl Marx, “The Communist Manifesto”. In Selected Works
12. Marxist Theory: Globalisation, Socialist Revolution and Socialism
Required Readings
1. Bade Onimode Op. Cit Pgs. 244-250
2. Ernest Mandel, Op. Cit. Chapters 16 and 17
3. G. A. Kozlov, Political Economy: Socialism
4. Leslie Sklair, Globalisation, Capitalism and its Alternatives. Chapters 10, 11, and 12
5. Poul M. Sweezy, Op. Cit. Chapter 19
6. james Petras, “The Struggle for Socialism Today”.
7. James Petras, “Globalisation: A Socialist Perspective”.
13. Marxist Politics and Ideology in Nigeria. This will cover three different areas
i. A Survey of Literature on Marxist Political Economy in Nigeria
ii. Globalization and Working-Class Struggles in Nigeria
iii. The Rise and Decline of Marxist Politics and Ideology in Nigeria
Required Readings
1. Yusuf Bala Usman and Yusuf Bangura: Debate on the Nigerian Economic Crisis
2. Yusufu Bala Usman, For the Liberation of Nigeria
3. Ebenezer Babatope, Nigeria: The Socialist Alternative
4. Eddie Manunagu, Problems of Socialism” The Nigerian Challenge
5. M.A. Rimi, Marxism and African Reality: Solidarity Message to the Seminar on Marx and Africa.
6. M.A. Rimi, Ideology of Nigerian Progressive
7. Eno Edet Traore, Realists, Trotskyites and Anarchists: An Open Letter to Balarabe Musa.
8. Ola Oni, Towards A Socialist Political system for Nigeria: The Programme for the Working People
9. Eskor Toyo, The Third Republic and the Working-Class
10. Abubakar Mohammad, Left formations in Nigeria
11. M.M. Yusuf, Human Rights Movement in Nigeria: Old and New. Conference Paper
12. Ellen Wood, “Marxism Without Class Struggle”. Socialist Register
13. Ellen Wood, Retreat from Class
14. Report on semester Group Projects. The reports will be exchanged among the seminars to write small research project response paper. Both the reports and the response papers are to be presented during this period.
15. Conclusion:
Concluding remarks by the course instructor on the course and performance of the students during the course work; critical comments by students on their classroom experience and view on the subject-matter of the course; and assessment of the education received; then any other things.
Joint Readings
1. Karl Marx, “The British Rule in India”. Selected Works Vol. 1
2. Karl Marx, “The Future Results of British Rule in India”. Selected Works Vol. 1
3. Karl Marx, Grundrisse
4. Karl Marx, Wage Labour and Capital”. Selected Works Vol. 1
5. Ernest Mondel, Late Capitalism
6. Claude Ake, A political Economy of Africa
7. Ralph Pattman, Understanding International Political Economy
8. J. A Williams, “Globalisation and Inequality: Past and Present”. In J. A. Jeffrey and D. A. Laxe, International Political Economy
9. Richard W. M. Global Puzzle: Issues and Actions In World Politics
10. Martin Khor. Globalisation and the South: some Critical Issues
11. Dani R. “Sense and Nonsense in the Globalisation Debate”. In Jeffrey and Lake Op. Cit.
12. Phillip G. C. “Globalisation and the Changing Logic of Collective Action”. In Jeffrey and Lake Op. Cit
13. Robert Gilpin, Global Political Economy: Understanding the International Economic Order.
14. Lyubisa mittrovie, “Globalisation and the New World Order”. In Review of International Affairs Vol. 1 No. 1082.
15. Robert H. B. and Anne O. K. Political and Economic Interactions in Economic Policy Reform.
16. Cloude Ake, The Political Economy: Explanatory Notes on Marxian Legacy in Africa
17. Howardstarley, “Globalisation or Colonisation” Website
18. Manfred Bienefeld, “ Dependency Theory and Political Economy of Africa’s Crisis”.
19. Ernest Mandel, Late Capitalism
20. Berijamin Barber, Jihad Vs. Mcworld: How Globalisation and Tribalism are reshaping the world
21. Irving M. Zeitlin, Marxism: A Re-examination.
Course Requirements
The teaching of the course is by giving lectures on the topics outline above. Each topic is expected to be covered in one lecture period. When the duration of the semester is against my plan some topics may be combined and treated in one lecture period. However, the last thirty minutes of each period will be for presentation and discussion on chosen text or question for weekly assignment.
Assessment of students is based on end of the semester Examination (70%) and continues Assessment (30%). The C.A will be determined in the following ways:
Weekly Assignment/Participation in Class Discussion/Attendance
There will be weekly readings and presentation of the work for discussion. You will be divided into seminars and in the last 30 minutes of each period, a seminar will be called upon. Class participation is very important if every one is to learn from other people’s points of view. Therefore, when a seminar is called some will submit their reports while others will respond.
The report is not going to be simple summaries. They should bring out three things. First, is to briefly identify the issues raised in the text. Secondly, bring out one of the major issues and analyse the argument by giving a critique of it. Thirdly, in making the critique brings some empirical evidence to support your observation on the author’s argument.
My usual rule applies here too. That is that any student who missed one weekly assignment will not be awarded any mark for the weekly assignments (10%).
SMALL RESEARCH PROJECT
Each seminar will be involved in a small research project. The research paper will reflect the course coverage on “Marxist Theory and the current globalisation”. The paper is expected to be presented according to a standard of original contribution, with theoretical insights on the area of the research. A paper which has not followed the standard and or contains many typographical errors will not be graded (5%).
RESEARCH PROJECT RESPONSE PAPER
The small research project of each seminar will be given to another seminar to respond and present while the original authors will be by the side to defend their work.
ICT USAGE
We will source many of the teaching materials via the internet. I have hereby attached a paper for you on how to use internet. You are expected to develop the skills on how to use the New Communication System for learning and research. Every week you will go on internet. On any paper you write I want see a lot of internet input. As of students of POL.4301of 2005/2006 session, you too are hereby advised to form “internet partnership” and “cyber club”.
Then, each member of the class must have an e-mail account. The posting of relevant messages on the course is encouraged. Before the end of the semester, each seminar will e-mail me one work and anyone of you who wishes can e-mail me. If we succeed in making good use of ICT I will personally open e-mail account specifically for “foundation of Political Economy” (5%).
SUPERVISED TEST
There will be a test based on the paper “study guidelines for effective performance by my students”.
ATTENDANCE
Class attendance is very important. If you are going to miss my class, please notify me at least 24 hours in advance. When a seminar is called, anybody present will be awarded 5%. Anybody absent or for whatever reason is called and not present will get -5% from his/her total CA.
A SURVEY OF LITERATURE ON MARXIST POLITICAL ECONOMY IN NIGERIA
Before the end of the semester each seminar will make a survey of the literature and compile not less than 20 different texts on Marxist Political Economy in Nigeria. The survey is to be informed by the coverage and the subject-matter of this course (5%).
CRITICAL COMMENTS BY STUDENTS ON THEIR CLASSROOM EXPERIENCE
At the end of the semester each seminar will make a presentation on the classroom experience as specified on the teaching programme circulated.
ON BEING AGAINST PLAGIARISM
In order to purify the system of learning and research I have to take strict disciplinary action against any student who is found on plagiarism.
What is Plagiarism? In Oxford Mini reference Dictionary you find the following entries on the word plagiarism… “take and use (another’s writings, etc) as one’s own”.
To be precise, plagiarism is academic dishonesty. This includes dishonesty in assignments, tests or in short claiming credit for any work not done or done by others.
To avoid plagiarism you must not paraphrase someone else’s work and present it as your own. Again, all sources consulted should be properly acknowledged. While reviewing your colleagues work it must be strictly on what the authors wrote about.
The penalty is that any assignment found to be plagiarised will receive a zero. Also, any student found plagiarising in a test/examination will get a zero. Any student found in two instances of plagiarism will result in being assessed “00” in the overall continuous assessment on the course.
Learning Needs Skills
Learning, even in tertiary institutions is a complex relationships of so many skills. It requires communication skills, team work, study devices, use of modern Information and Communication Technology, etc.
The following learning guides which I have developed for my students in the last three years are also recommended for you. They are compulsory readings for all my students in the level 200. They can be found in my e-mail address: polbuk@yahoo.com
They are hereby listed below:
1. Assessing students examination papers: Marking Scheme
2. Enhancing students capacity in learning through the use of computers, internet and e-mail
3. Introducing Team/Group works in large classes
4. How to use internet to source reading materials
5. Study guidelines for effective performance by my students
6. How to make patterned notes from texts.
7. Writing Examination: A Communicative Approach
8. How to write group semester paper in large classes
9. How to write Book Review
10. Communicative writing: Exploring the concept
11. Taking Note in class lecture or from a Textbook
12. Using E-mail for Teaching, Learning and Research
13. Using E-Journals and E-Books for Teaching, Learning and Research.
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