BAYERO UNIVERSITY, KANO
FACULTY OF SOCIAL SCIENCES
[FSS]
DEPARTMENT OF POLITICAL
SCIENCE
POL. 3312: POLITICS OF
DEVELOPMENT AND UNDERDEVELOPMENT
FOCUS: POLITICS OF
POST-DEVELOPMENT IN THIRD WORLD COUNTRIES
INSTRUCTOR: M. M. YUSIF
2018/2019, SEOND SEMESTER
Introduction
This course is not designed to study
development praxis in Third World countries.
Rather, the study turns to discourse analysis of development. As was observed by 1990s, development was
definitively dead, “and sending out noxious fumes that could only be dissipated
either by market-nationality or by New Social Movements.
Development is to be understood in a
broad economic sense and historical perspective. The historical implies opposition to static
conditions but theoretical comprehension of development and underdevelopment as
historical processes.
Encounter with development by Third
World countries has gone through many phases all tied up with World Capitalist
System.
This necessarily brings a controversy
and contestation about the genealogy of development.
Indeed, in its various phases has
surely been the most powerful influence in social and economic transformation
in Third World countries. But this
transformation produces particular landscape and development space to understand
what it is and is not.
At the moment when we reflect on both
critical and conservative literature on neo-liberal globalisation we will note
increased poverty which defies any characteristic of the meanings of
development, thus making what development is and its configurations undergoing
a flux. This further provides a
productive route to rethink about the concept of development.
As all phases or approaches to
development do not bring desired satisfaction to development goal, then it
becomes imperative to give critiques of development to understand the obstacles
and promising paths. In other words,
this has to be concerned with alternative development.
What is this alternative development?
Yes, there is profound and principled challenge to mainstream developmentalism,
yet what can possibly take the form of an alternative development paradigm.?
The teaching of the course would indeed
not follow strictly a paradigmatic thinking, but a combination of alternative
development as a loose profile guided by critical and theoretical thinking.
Precisely this will lead to enquiry
into the idea of post-development and scientific reflection of existing
development reality i.e reflexive development.
Course
Outline:
1.
General
introduction
2.
Concept
and method: The key concept as space
3.
Re-thinking
the meaning of development
4.
Development
theory: Rise and Fall
5.
Development
theory: Alternative theories
6.
Alternative
to development or alternative development
7.
Post-development:
The theory
8.
The
current Agenda: Post-Neoliberalism or Post-capitalism
9.
Post-development:
Practice
10. Politics of Post-development: Social
Movement; Oppositional Coalition
11. Politics of Post-development: Populism;
Revolution in the 21st Century
12. Theoretical conclusion
Recommended Reading:
1.
Arif
D. “Global South: Predicament and promise” Global South Vol. 1
2.
Mark
T.B. “The End of the Third World”? Quarterly Vol. 15, No.2
3.
David
H. “Space as a Key Word”. In Critical
Reader.
4.
Gilbert
R.: The History of Development: Chapter 1 & 2
5.
John
Rapley, Understanding Development: Theory and Practice in the Third World,
Chapter 1
6.
Ann
Philips “The Concept of Development”.
ROAPE No. 8
7.
John
Rapley, “New Direction in the Political Economy of Development”. ROAPE No. ?
8.
Seers
Duddley, “The Meaning of Development”.
In Lehman (ed.). Development
Theory
9.
Jane
E. L. And Suante C. Comparative Political Economy: Development Approach
10. Immanuel Wallerstein, Development:
Lodestar or Illusion”. In Sklair L.
Capitalism and Development
11. Eskor Toyo, “Non-ethno centric flows in
competing Non-Marxist Paradigms of Development”. In Yolamu Barongu (ed.). Political Science in Africa: A Critical
Review
12. Henry Bernstein (ed.). Under-development and Development: The Third
World Today. The Introduction
13. F.J. Schuman (ed.) Beyond the Impasse:
New Directions in Development Theory
14. Mathew M. T. “Development Economics in
the Wake of the Washington Consensus: From Smith Smith Sceens”.
15. Dube S.C. Modernisation and
Development: The Search for Alternative. Chapters 1,2, & 3.
16. Lozenzo G.B. “Development and
Development Paradigms”: Resources for Policy Making
17. A Escobar, Encountering Development:
The Making and Unmaking of the Third World
18. Gilbert Rist op. Cit. Chapter 12
19. Patnaik I. K. “A Critique of
Neo-Liberal Development and Alternative”.
Online
20. Bob Sutcliffe, “The Place of
Development in Theories of Imperialism and Globalisation.” Online
21. F. J. Schuman op. Cit.
22. Kerth. Criffin, Alternative Strategies
for Economic Development. Chapters
1&2
23. Hajoon C. and Ilene G., Reclaiming
Development: An Alternative Economic Policy Manual
24. John T. Dilemmas of Development:
Reflections on the Counter-revolution in Development Theory and Policy
25. Henry V. “Beyond Pragmatic
Neo-Liberalism: From Social inclusion and Poverty Reduction to Equality and
Social Change”.
26. Charles G. “The Rise and fall of the
Washington Consensus as a Paradigm for Developing Countries”. World Development Vol. 28.
27. Elmer A. Post-Neo-Liberalism or
Post-Capitalism? The Failure of Neo-Liberalism in the Financial Market.
28. Guenther B. “The Near-Death of Liberal
Capitalism: Perspective from the Weber to Polanyi Brothers” Politics and
Soceity Vol. 31, No.3.
29. Dalip Swamy, “An Alternative to
Globalisation”. Third World Resurgence”. No. 74.
30. Arthur M. Neo-Liberalism or Democracy?
Economic Strategy, Marxists and Alternative from the 21st Century.
31. Leslie S. Globalisation, Alternative,
Capitalism and its alternatives. Chapter
10, 11, & 12.
32. Ngozi I. Reforming the Un-reformable.
33. Ibrahim A. The Trapped Economy.
34. Ray K. “The Last Refuge of the Noble
Savage? A Critical Assessment of Post-Development Theory.” The European Journal
of Development Research Vol. II
35. J.N Pieterse, “After
Post-Development”. Third World Quarterly
Vol. 21.
36. Gillian H. “Development Critiques in
the 1990s: Culs de Sac and Promising Path”.
Progress in Human Geography Vol. 25.
37. James D. S. “Spaces of
Post-Development”. Progress in Human
Geography Vol. 31.
38. Guy S. Brave New Words? A Critique of
Stiglitz’s World Bank Rethink”. Development
and Change Vol. 31.
39. J. N. Pieterse, “My Paradigm or Yours?
Alternative Development, Post-Development, Reflective Development”. Development and Change Vol. 29.
40. John
D. E. “Understanding the Politics of Latin America’s Plural Lefts: social
Democracy, Populism and Convergence on the Path to a Post-Neoliberal World,
Third World Quarterly Vol.20.
41. Veronica P. “Globalisation from Below
and New Political Identities: The Case of the World Social Forum, Journal of
Economic and Social Research, Vol.4.
42. Bob J. “The Regulation Approach,
Govanance and Post-Fordism: alternative Perspectives on Economic and Political
Change”.
43. Kiyoshi M. “Beyond the Neo-Liberal
Globalisation: Reflections on Democratising Democracy and the Multilingual
Structure of Governance
44. Martin W. “Seeds of its Own
Destruction”.
45. Steven C. “Global Governance and
Revolution in the 21st Century.”
46. Deepax N. “Development through
Globalisation”.?
47. Milton A. I. “Globalisation and the
Patterns of Development in the 20th Century”.
48. ......................................
“The New Global Paradigm
49. Sen A. “Development as Freedom”.
These 49 texts are essential reading on
the subject. They are deliberately
recommended because of their importance on theoretical relevance and debates on
the issues under discussion. However,
given the unfolding dynamic and process of the post-development projects and
the attraction of it by scholars, you are expected to use initiative and
capacity of independent work 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 to be circulated.
§
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 are:
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 being critical, ruthless criticism of everything that exists
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.
