BAYERO UNIVERSITY, KANO
FACULTY OF SOCIAL AND MANAGEMENT
SCIENCES
DEPARTMENT OF POLITICAL SCIENCE
POL 3314: POLITICS OF DEVELOPMENT
AND UNDERDEVELOPMENT
SUB-TITLE: The Future of
Multilateral Trade and Development Perspectives
Instructor: M. M. Yusif
Academic Year: 2014/2015
Introduction
How do we approach development problems in general?
In the first place the meaning of development is very controversial. An added dilemma is that neo-liberal
globalization has made the concept as if it does not exist. Whatever criterion is used to understand
development is just a point of departure for us in an attempt to periscope what
progressive changes the developing countries are experiencing.
Trade and development perspective too has explosion
of ideas and the WTO regime crisis from the Doha Round introduced more.
Description of
the Course
The subject matter of the course centres on the
future of multilateral trading system under WTO regime and development
challenges in developing countries.
Indeed, the relationship between global trade and
development is tenuous, however, through theory and methodology one could show
a light for further investigation.
The WTO-regime of multilateral trade system is the
object of the analysis. From what social
theory could one analyse and understand the Uruguay Round of trade negotiations
which delivered the WTO-regime? This would open the windows to penetrate the
WTO development agenda and the crisis of trade and development which started
immediately after WTO becomes a global trade reality.
When the trade crisis became open in 2001 Doha Round
Negotiations, it becomes clearer that it is a conflict to review the Uruguay
Round Agreement to accommodate development in developing countries. There came what is called Doha Development
Agenda (DDA) which is still on the programme of the WTO-regime.
This has prompted a question as what is the future
of multilateral trading system? Some issues deepening the crisis would be
examined, the politics involved and some perspectives on going further beyond
the Uruguay Round.
The course is going to be presented in fourteen
weeks of contact hours divided into six parts of a single process of
development of knowledge. These parts:
1.
Clarification of
concepts
2.
Theory and
context
3.
Multilateral
trade in WTO-regime
4.
Crisis of the
WTO trading system
5.
Beyond the WTO
system
6.
Theoretical
Conclusion
Topics and
Reading
1. General
Introduction
Introducing the course; topics and reading; course
requirements; aid for learning and research; assessment of the teaching
programme by student; socialization; division of students into seminars
Reading
a.
Munro C. and
Rosanna D. “E-Research: An Introduction to on-line Political Science Sources
for beginners and skeptics”. IPSR Vol.29 No.5
b.
Margared Stacey,
Social Science Research Method pgs 1-11
For Discussion
-
What are the resources
On-line, for political science research?
-
How do you form
scientific knowledge
2. Methodology in trade and development studies:
clarification of concepts; linking theory to data;
Reading
-
E. O. Wright, No
title Chapter 1
-
Gulbenkian
Report and Eskor Toyo’s Rejoinder
-
Paul Hirst, The
future of political studies I and II
-
General
For Discussion
The unity of theory and empirical evidence is a
guarantee for quality and scientificity of knowledge. Discuss.
3. Theory
and Methodology: What meaning development comes with
Reading
a.
John Gultong,
“Ten theses on Development Theory.
Practice and methodology”. In
Inge Amundsen (ed.) Knowledge and Development, University of Tromso, Norway
b.
Eskor Toyo,
“Non-Ethnocentric Flaws in competing Non-Marxist Paradigms of Development”. In
Yolamu Barongo (ed.) Political Science in Africa: A Critical Review.
c.
Gilbert Rist,
The History of Development: From Western Origin to global faith.
d.
Brenner, “The
Origins of Capitalist Development: A Critique of neo-smithism Marxism.
For Discussion
-
Neo-Liberal
globalization makes the meaning of development more elusive becoming as if does
not exist.
-
Take any of the
theses by Gultang and show its methodological relevance to trade-development interface
-
Make a pattern
note summary of Brenner and make critical observations as well as raise
questions
4. Theory and context: Power and Change in
Trade-Development Relationship: from Traditional Theories to constructivist
Approach
Reading
a.
Jane Ford, A Social
Theory of the WTO Trading System Palgnave, London Chapter 1 and 6
b.
Ernest Mandel,
Marxist Economic Theory. Chapter 6
c.
Arghiri
Emmanuel, Unequal Exchange: A study of the Imperialism of Trade
d.
Bob Sutchiffe”,
the place of development in theories of imperialism and development
e.
John M.
“Capitalism, Imperialism and Development: A Marxist Discussion”.
f.
Jan Erik Jone
and Suante Eroson, comparative political economy: A developmental approach.
Chapter 1, 2, and 3
For Discussion
-
Read and summarise
by pattern note style the two chapters in Jane Ford. Bring out the social theory of the
constructivist approach and its principles on WTO regime change.
-
The problem of
WTO multilateral trade is of unequal exchange which polarized the community of
nations. Comment
-
Bring out the arguments
of modernists and postmodernists on the concept of development through trade
5 Multilateral
Trading System and Development: WTO paradigm?
Reading
a.
Michad S. “The
World Trade Organisation and Economic Development” WTO center 2005.
b.
Mark W. and Dean
B. “The relative impact of Trade Liberalisation on Developing Countries”.
c.
UNCTD,
“Globalisation for Development: the International Trade Perspective”.
d.
Basudeb G. (ed.)
The WTO, Developing countries and the Development Agenda: Prospects and Challenges
for Trade-led growth. Chapter 1
e.
Stephen
Woolcock; The Multilateral Trading System into the new millennium”. In Brian H. and Steven M. (ed.) Trade and
Politics
For Discussions
-
How can one
distinguish the development prospective of global trade under WTO regime with
one under GATT
-
What are the
challenges of liberalization as development in developing countries.
6. WTO,
Doha and Development: a Paradigm Contested?
Readings
a.
Peter I. O.
“International Trade and Economic Development: Theory, History and Contemporary
Realities”. Conference paper
b.
Mathew M. T. “Development
Economics in the wake of the Washington Consensus: from Smith to Smithscreen?
c.
Joseph Stiglitz,
Making Globalisation work. Chapters 2 and 3
d.
Gary C. H. and
Others, Figure out the Doha Round
e.
Faizel I. Is the
Doha Round dead? What is the way forward
f.
Martin Khor, the
WTOs Doha Negotiations and Impasse: A Developmental perspective.
g.
Fatoumata J. and
Allenk. Behind the scenes at the WTO: the real world of international trade
negotiations. Chapters 2 and 9.
h.
Mark Halle,
“Where are we in the Doha Round”. 115D
2005
i.
wolf Z. “The
Crisis of the WTO” Liberal Institute occasional paper No. 41
For Discussions
-
Spell out the
elements of the Uruguay Round Agreement proposed for review in the Doha Round
-
The Doha Agenda
is not an alternative to liberalization and yet the major actors are dragging
their feet. Why?
-
Read and summarise
(a) and (b) above by Pattern note Style.
Make observations on each and raise questions.
7. Thinking
about the past and future direction of multilateral trade
Reading
a.
Stephen Woolcock
op. cit
b.
Gary P. S. The
WTO and Global Governance: Future Direction, Introduction
c.
Murray Gibbs,
“The future representation of the south in international system”. In Harold S. and Andras I. op. cit
d.
The Warwick
Commission, “The multilateral trade regime”, which way forward?
e.
John H. Jackson,
The World Trading System: Law and Policy of international economic relation
f.
Debashis C. A.
The WTO Deadlock: understanding the Dynamics of International Trade. Sage 2008
For Discussions
-
The modern
multilateral trading system remains the same since it started over many years
ago. The only difference experimented is
of minor changes in continuity
-
Examine the rise
of new interests in the GATT regime which paved way for emergence of the WTO
8. Developing Countries in the WTO: Challenges
for their future in the multilateral trading system
Reading
a.
Sheila Page, How
developing countries trade: the institutional constraints
b.
Gary P. S. and
Braduce W.C. (ed.) Developing countries and the WTO: policy approaches
c.
Basudeb G. (ed.)
op. cit
For Discussion
-
Each seminar
will collectively study one country trade with a view to show the major
challenges it faces in its relationship with WTO
9. India and China in the WTO Multilateral Trade
Regime: Power, Conflict and Future of the System
Reading
a.
Jane Ford op.
cit Chapter 7
b.
Chindia, “The
New Global Paradigm”.
c.
Linda Y. Yueh, “China’s
Economic Growth with WTO Accession: Is it Sustainable?
d.
WTO,
India-Africa: South South Trade and Investment for Development
e.
Gartle Pere, “Emerging
Markets, Emerging Power: Changing parameters for Global Economic Governance”.
IPS
f.
Gary P. S. o.p
cit. Chapters 1, 2, and 3
For Discussions
-
Both China and
India have control of large global market for goods and services which places
them in conflict with traditional major players in the system. Discuss.
-
India and China
are emerging economic powers and hence politically influential in global
governance comment
10. WTO,
Politics and the Future of Free Trade
Readings
a.
Rorden
Wilkinson, “The problematic of Trade and Development Beyond the Doha Round”.
The Journal of International Trade and Diplomacy No. 3 (1)
b.
___________
“Debating Free Trade
c.
Anne Krueger (ed.)
WTO as an International Organisation. Chapter 14 and 15
d.
Harold S. and
Andrais I. (ed.) World Trade after the Uruguay Round: Prospects and Policy
options for the twenty first century. Chapter 6
e.
Ted Turner, “The
future of WTO and Free Trade”. In Gary P. S. (ed.) o.p cit
f.
Suzanne Bergen,
“Globalisation and Politics”. MIT IPC Working paper 2005
g.
William Robinson,
“Gramsci and Globalisation: From Nation-State to Transnational Hegemony”.
h.
David V. and
Jeff F. Debate on the case for and against free trade”.
i.
Lauren C. H.
“Latin America: Building alternative to Free Trade
For Discussions
-
Debate on Free
Trade to show whether it brings development or underdevelopment
-
Examine what
social forces became determined to introduce free market policy in Nigeria
-
Read and summarise
by pattern note style (a) above. Reflect
with critical observations and raise some questions.
11. Conclusion
I
-
Theoretical
conclusion
-
Presentation of
seminar projects
-
Response papers
on the seminar project
12. Conclusions
II
-
Classroom
experience
-
Eating and
chatting
Additional
Reading
1.
Sheila Page, o.p
cit Chapters on case studies
2.
Gary P. S. (ed.)
o.p cit Part III
3.
Third World
Network, The Trade System and Human Development
4.
Peter Sutherland
(chairman) Future of the WTO: Institutional challenges in the New Millennium
5.
Graham Dunkley,
The Free Trade Adventure. Chapters 6 and 12
6.
Amnuay V. and
others Trade Routes to sustained Economic Growth. Chapter 3
7.
Michad J. T. and
Robert H. The Regulation of International Trade. Chapter 12
8.
Basudeb G. K.
(ed.) o.p cit various
9.
Kidane M. and
Ikubolajeh L. G. (ed.) Beyond Economic Liberalisation in Africa: SAP and the
Alternatives
10. Bernard M. H. and Michad M. K. The Political Economy
of the World Trade System: The WTO and Beyond. Chapter 15
11. Mike Moore (ed.) Doha and Beyond: The future of the
Multilateral Trading System. Chapters 1, 5 and 7
12. Richard N. (ed.) Trade, Doha and Development: A
window into the issues
13. Jacques H. “Understanding Global Capitalism: Passive
Revolution and Double Movement in the era of Globalisation”. American Review of
Political Economy Vol. 4 (2)
14. GTN: Global Trade Negotiations: Trade and Conflicts
15. John Rapley, “New Direction in the Political Economy
of Development” ROAPE No. 62
16. Nicola B. and Chanida C. “Ten years of the WTO:
Subordinating Development to Free Trade IPS Vol. 2
17. Robin Broad and others:, Development: The market is
not enough. In Jeffrey A. K. International Political Economy: Perspectives on
global power and wealth
18. WTO, Doha Work Programme
19. Martin Khor, “Trade and Development: The Multilateral
Trading System and Recent Development in the WTO, TWN
20. Yasuhei T., and others. The WTO in the Twenty-First
Century.
Course
Requirement
Þ
The teaching of
the course is by giving lectures. Each
topic is expected to be covered in one lecture period. When the duration of the semester is against
my plan some topic may be combined for treatment. However, the last 30 minutes of each period
will be for presentation and discussion on chosen text or question.
Þ
Assessment of
students is based on end of semester examination (70%) and continuous
assessment (30%). The C.A will be
determined by obligatory weekly assignment; active participation in discussing
the assignment; a group small research project; research project response
paper; a supervised test; ICT usage; attendance;
Þ
At the end of
the semester each seminar will submit a report on classroom experience
Þ
There are many
teaching aids on my website which are recommended to enhance the capacity of
students in ICT, communicative writing, etc.
Þ
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.
To avoid plagiarism you must not copy or paraphrase someone else work
and present it as your own. Again, all
texts consulted should be properly acknowledged. The penalty is that any work found to be
plagiarism will result in being assessed “00” in the overall CA on the course.
Learning Needs
Skill
Learning even in tertiary institutions is a complex
relationship 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 six years are also recommended for you. They are compulsory readings for all my
students in the level 200. They can be
found on my blog address: http://www.yusuf.blogspot.com
They are hereby listed below:
1.
Assessing
student 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 student
6.
How to make patterned
notes form 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: Exploiting the concept
11. Taking Note in class lecture or from a Textbook
12. Using e-mail for Teaching, Learning and Research
13. Code e-journals and e-books for teaching, learning
and research
14. Code of ethics in the class of M. M. Yusif
15. ICT for learning and education beyond information
16. Criticism-self-criticism session
17. Guidelines for small-research project
18. Progress Report on ICTs for learning and research
19. The underlying guides and principles of teaching in
my class
20. Reflecting on teaching military politics
21. How to do research: What are the Problems
22. Information Age: Moving with ICTs to understand the
World around us
23. Progress report on the teaching of Peace and
Conflict Studies.
My watch word in this year’s teaching is whatever
ideas received from me or from text books given to read are not correct and
final. You must challenge and criticize
them in order to keep learning. In this
academic session Endeavour to make learning as “Education for
transformation”. Get ready, each of you
is going to show and tell us that he/she has changed, from the time we have
started to the end of the course and beyond.
M. M. Yusif
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