BAYERO
UNIVERSITY, KANO
FACULTY
OF SOCIAL AND MANAGEMENT SCIENCES
DEPARTMENT
OF POLITICAL SCIENCE
POL.
3312: POLITICS OF DEVELOPMENT AND UNDERDEVELOPMENT
SUB-THEME:
NEO-LIBERALISM IN CRISIS:
FUTURE
DEVELOPMENT
INSTRUCTOR:
M. M. YUSIF
ACADEMIC
YEAR: 2016/2017
INTRODUCTION
Spectre is hauting the world – both developed
and developing countries -. This is a
spectre against neo-liberalism. Another
paradigm of development of human society has failed. All that are derived from its teaching over
four decades look as outdated as communism, especially in a proactive, vibrant
and development-oriented society.
DESCRIPTION OF THE COURSE
The
developing countries have come back to face the dilemma about their
development. They had at different time
tried every theory and strategy to bring them development, but it was a
failure.
Neo-liberalism
came to them at a time of impasse in their search of development
direction. Major international financial
institutions along with small number of well-known professional economists
mounted what both their supporters and critics call “counter-revolution” in
development theory and strategy.
As the
developing countries rushed to fall into the new agenda, not far on the
journey, suddenly, neo-liberalism began to show a face of a zombie science and
policy practice system, until when it finally crumbles with wider social,
political and economic ramifications across the globe.
The
search for a new development perspective is imperative. But what are we going
to say about the common dictum that “There is no alternative” to neo-liberal
politics.
This
notwithstanding there is increasing evidence to show that neo-liberalism
failed. This is real because even the proponents
of neo-liberalism admits when they tried to save it. The World Bank came with Social Adjustment
Programme and the Washington Consensus with what Dani Rodnic called “Augmented
Washington Consensus”.
These
stress the failure of neo-liberalism; therefore it is not invalid to argue that
the developing countries are to re-think of their development agenda to reclaim
development by putting alternatives to neo-liberal policies or in short new
direction to their development.
This
will raise another fundamental question that what would be the nature of
development in post neo-liberal society?.
The
orientation of the course would further our understanding of the impact of
neo-liberal crisis on future development in post neo-liberal developing
countries. Would there be a shift from globalisation to localisation or
nationalisation? Would the forces of neo-liberalism become strong to
re-organise and sustain the neo-liberal agenda?.
The
objective of the course is to introduce students to complexity of theory in
understanding the unfolding crisis of neo-liberalism and the future course of
development in developing countries in order to come to grip with challenges of
development in post neo-liberal society.
We are going to re-think about the meaning of development to periscope
it through multiple lenses instead of a single ideological orientation.
TOPICS:
1.
General
Introduction
2.
Concept
and Method: The key concept is space
3.
Context
and Theory: From modernisation to neo-liberalism
4.
Context
and Theory: The Neo-liberal theory of development
5.
Re-thinking
the meaning of development
6.
The
myth and reality of the neo-liberal perspective of development
7.
Neo-liberalism
in crisis: Theoretical perspective
8.
The
politics of Free Market: USA; Britain
9.
Neo-liberalism:
Crisis management
10. Alternative policies
11. A new direction of development
strategies
12. Theoretical conclusion
RECOMMENDED READINGS:
1.
David
H.; “Space as a Key Word” In A Critical Reader
2.
Frans
J. S.; (ed.); Beyond the Impasse: New Directions in Development Theory.
3.
Matthew
M. T.; “Development Economics in the Wake of the Washington Consensus: From
Smith to Smith Screans”.
4.
Lozenzo
G.B.; “Development and Development Paradigms”. Resources for Policy Making
Paper.
5.
Dube
S. C.; Modernisation and Development: The Search for Alternative, Chapters 1,
2, and 3.
6.
Susan
George; “The Neo-liberal Gospel”. A
Conference Paper.
7.
Bjorn
Beckman, “The Liberation of Civil Society, Neo-liberal and Political Theory”
ROAPE No. 48.
8.
Raymond
P.; The Neo-liberal State. Part II.
9.
David
H.; A Brief History of Neo-liberalism.
10. Simon C. “The Neo-liberal Theory of
Society”. Online.
11. Patnaik I. K.; “A Critique of
Neo-liberal Development and Alternative”.
Online.
12. John Rapley; “New Directions in the
Political Economy of development”. ROAPE
No.62.
13. John Rapley; “Understanding
Development: Theory and Practice in the Third World.
14. Gilbert Rist,; The History of
Development: From Western Origin to Global Faith. Chapters 1, 4-7.
15. Seers Dudley; “The Meaning of
Development.” In Lehman (ed.) Development Theory.
16. Jane E. L. and Suante C.;
Comparative Political Economy:
Development approach.
17. Immanuel Wallenstein; “Development: Lodestar
or Illusion?”
18. Bob Sutcliffe; “The Place of
Development in Theories of Imperialism and Globalisation”. Online.
19. Eskor-Toyo; “Non-Ethnocentric Flows in
Competing Non-Marxist Paradigms of Development”. In Yolamu Barongo (ed.) Political Science in
Africa: A Critical Review.
20. Kean B. and Vlad M.; The Rise and Fall
of Neo-liberalism: The Collapse of an Economic Order. Chapters 2, 5, 8, 13.
21. Monica P.; The Politics of Free
Markets: The Rise of Neo-liberal Economic Policies in Britain, France, Germany
and the United States.
22. Hajoon C. and Ilene G.; Reclaiming
Development: An Alternative Economic Policy Manual.
23. John T.; Dilemmas of Development:
Reflections on the Counter-revolution in Development Theory and Policy.
24. Mare B. and Marion J. (eds.); Making
Globalisation Socially Sustainable.
25. John Redwood; “Britain and Europe: Yes
to a common Market, No to Monetary and Political Union”. In
Global Dialogue, Vol. 5, No.3-4.
26. Yannis A. S.; “Europe and the Growth of
International Society: Anarchy more than Culture. In Global Dialogue.
27. Henry Vettmeyer; “Beyond pragmatic
Neo-liberalism: From social inclusion and poverty reduction to equality and
social change”.
28. Ziya O. And Ali B., “The Global
Economic crisis and the future of Neo-liberal globalisation: Rufture versus
continuity”.
29. Charles G.; “The Rise and Fall of the
Washington Consensus as a Paradigm for Developing Countries”.
30. Elmar A.; Post-neoliberalism or
Post-capitalism? The Failure of Neo-liberalism in the Financial Market Crisis.
31. Zarembka R. and Soerderbeg;
“Neo-liberalism in crisis, Accumulation and Rosa Luxemburg’s Legacy”.
32. Mortin H.; “Neo-liberalism: Myths and
Reality” Monthly Review Vol. 57, No.11.
33. Guenther B.; “The Near-Death of Liberal
Capitalism: Perspective from the Weber to the Polanyi Brothers”. Politics and Society Vol. 31, No.3.
34. Carvota P.; “Rethinking Globalisation
after the collapse of the Financial Bubble”.
35. Howard H. W.; “World Trade Order and
the Beginning of the Decline of the Washington Consensus”. IPS Vol.3.
36. Dalip Swamy; “An Alternative to
Globalisation” Third World Resurgence No. 74.
37. Arthur M.; Neo-liberalism or Democracy?
Economic Strategy, Markets, and Alternatives for the 21st Century.
38. Leslie S.; “Globalisation: Capitalism
and its Alternatives. Chapters 10, 11
and 12.
39. Keith Griffin; Alternative Strategies
for Economic Development.
40. Ngozi I. O. I.; Reforming the Unreformable:
Lessons from Nigeria.
41. Ibrahim Ayagi; The Trapped Economy.
These 41
texts are prescribed essential reading on the subject. They are deliberately recommended because of
their importance on theoretical grounds and debates on the issue under
discussion. But given the unfolding
dynamic of the social problem and the attraction of it by scholars, you are
expected to be adventurous to source and read other texts with a view to
understand the subject.
COURSE REQUIREMENT:
§ Evaluation of students will be based on end of
the semester examination (70%) and Continuous Assessment (30%);
§
The
last 30 minutes of each period is for discussion of a disputed area or an
important text on the course;
§
On
the Continuous Assessment students will be required to do so many things to
meet the standard:
a.
Weekly
assignment: this is as important as the end of the semester examination as any
student who failed to do one will miss all the points ear-marked for that.
b.
A
Seminar small research project, the importance of this is as the weekly
assignment.
c.
There
is going to be small research Project Response Papers as one seminar will
review the work of another.
d.
Working
Group Discussion would be organised during class hours.
e.
A
supervised test – the type which test effective performance of student in
learning.
f.
Class
Attendance is a compulsory requirement:
§
In
order to build competence and skills in work, you would be expected to improve
on usage of ICT for learning. Make use
of the recommendations of Mauro and Rosanna circulated at 200 Level.
§
The
relationship between students on the one hand and the teacher on the other
determines a successful teaching, learning and research programme for
development of knowledge. So, among you
the students talk to each other. Then
with your teacher there should be no fear.
Fear and learning are incompatible.
§
All
other things on the requirement of class work at 200 Level are applied here:
a.
For
example; plagiarism and other academic dishonesty will not be tolerated;
b.
Secondly,
active participation by asking questions, making observation and comments is
the best way of learning which each student is hereby advised to use and indeed
would be rewarded;
c.
Finally,
my watch word is be critical, ruthless criticism of everything that exist as
Karl Marx said. Criticism facilitates growth of knowledge. In knowledge there is no absolute truth. Make your contribution.
The
principles which govern the style of my teaching remains. It is what educationists call from teaching
to learning.
a.
This
is that I teach you by making you to learn to teach yourself and others;
b.
Therefore,
I become like your facilitator to learn;
c.
My
relationship with you is not of authority but of partnership and friendship for
learning;
d.
In
order to promote this principle, the relationship in dissemination of ideas is
of openness and liberal tradition which make students to continue asking self a
question and searching for answer;
e.
Other
requirements of this principles include tolerance in diversity of ideas,
hospitality among students in sharing ideas and sources of ideas, trust and
hard work; and
f.
These
will make you to master ways of acquiring knowledge independently and to build capacity
for learning and study in the sense of not been credulous.
