Syllabus for Development Studies A

Utvecklingsstudier A

A revised version of the syllabus is available.

Syllabus

  • 30 credits
  • Course code: 2SK021
  • Education cycle: First cycle
  • Main field(s) of study and in-depth level: Development Studies G1N

    Explanation of codes

    The code indicates the education cycle and in-depth level of the course in relation to other courses within the same main field of study according to the requirements for general degrees:

    First cycle

    • G1N: has only upper-secondary level entry requirements
    • G1F: has less than 60 credits in first-cycle course/s as entry requirements
    • G1E: contains specially designed degree project for Higher Education Diploma
    • G2F: has at least 60 credits in first-cycle course/s as entry requirements
    • G2E: has at least 60 credits in first-cycle course/s as entry requirements, contains degree project for Bachelor of Arts/Bachelor of Science
    • GXX: in-depth level of the course cannot be classified

    Second cycle

    • A1N: has only first-cycle course/s as entry requirements
    • A1F: has second-cycle course/s as entry requirements
    • A1E: contains degree project for Master of Arts/Master of Science (60 credits)
    • A2E: contains degree project for Master of Arts/Master of Science (120 credits)
    • AXX: in-depth level of the course cannot be classified

  • Grading system: Fail (U), Pass (G), Pass with distinction (VG)
  • Established: 2007-01-24
  • Established by: The Faculty Board of Social Sciences
  • Revised: 2011-12-07
  • Revised by: The Board of the Department of Government
  • Applies from: Spring 2012
  • Entry requirements: English B, Civics A
  • Responsible department: Department of Government

Learning outcomes

After completion of Development Studies A the students are expected to:

- be able to describe the most central global development problems

- independently formulate and discuss problems within the area

- have some knowledge of basic theories and concepts, especially regarding:

- development, democracy, and the state

- sustainable development

- an understanding of feminist interventions in development debates and how gender shapes development and how development practice shapes local gendered realities

- be acquainted with some current research and research discussions

- independently and critically analyse and discuss central problems in development

- connect the theoretical studies to a practical reality and a possible future job market

Content

1. Development, Democracy, and Governance 7.5 hp

Aims (expected study results)

The aim of this course is to introduce the students to basic concepts, facts, arguments, and causal theories about development. The purpose is also to study and discuss the role of aid, globally and in Sweden. A part of the course focuses on and departs from recent research on sustainable development.

Content of the course

The course has three themes: Introduction to the development discourse, aid and conditionality, and development in Africa. The well known book "Development as Freedom" by Amartya Sen and several articles will introduce you to some of the most important problems and discussions about development. The role of aid in the development process will be analysed in connection with William Easterly's book "The White Mans's Burden", a number of articles, the Paris Declaration from 2005 and some "external"

lectures. Within the general theme of development aid, the course also includes some articles about democracy promotion and democratic conditionality. The last theme is development in Africa;a continent characterised by problem-ridden countries as well as fast growing economies and stable democracies.

Teaching

The teaching consists of lectures, seminars, and video film. The course is taught in English.

Examination

Students are examined through a written exam. Active participation in seminars, which include written assignments, gives credit when doing the written exam,. Grades are awarded according the scale "failed", "pass" or "pass with distinction".

Deepening related to the requirements of degree

The course aims to give students knowledge and understanding about the field and a practice in independent evaluation, critical treatment and discussions of this knowledge.

International Environment and Sustainable Development 7.5 hp

Course Overview

This course focuses on international environmental issues and sustainable development. The concept of sustainable development was established in 1987 when the World Commission on Environment and Development determined that the world was facing an enormous challenge: To make development sustainable and to ensure that the world provided for the needs of both present and future generations. Today sustainable development encompasses meeting human needs, such as reducing hunger and poverty, while also maintaining the life support systems of the planet. The course covers current sustainable development discourse and its theoretical and practical linkages to developmental economics, climate change, and the management of common resources and ecosystem services.

Course Goal and Learning Objectives

The goal of this course is to introduce the student to the multi-dimensional aspects of sustainable development, by looking at the historical roots and dual goals of sustainable development, and then focusing on current topics to understand how they link to development theory and sustainable development challenges.

The learning objectives of this course are that students will:

1. Be exposed to the relevant history of sustainable development and international attempts to address its goals.

2. Understand important topics and concepts that are intricately linked to environment, human well-being, and sustainable development.

3. Be able to discuss, debate and articulate important linkages between environment, sustainable development, and chosen theories of development.

4. Grasp the ways in which international sustainable development as a concept has failed or succeeded in fostering development.

5. Learn how to think critically about international environment and development issues and to ask questions regarding the future of the discourse on these topics.

Grading and Examination

Participation in all three seminars is mandatory. The course grade will be based on both the seminars and the exam. Students must pass both the seminars and the exam to pass the cou

rse.

Grading for this course is U, G, or VG, or A-F in the ECTS international grading system.

Lectures and Seminars

The teaching consists of lectures and seminars, and group work. The course is taught in English.

3. (En)gendering International Development 7.5 hp

Teaching

The teaching consists of lectures and seminars. The course is taught in English.

EXAMINATION

Students will be examined through a written exam. Each question carries 50 points and you have to attempt 2 questions to make a total of 100 points. Each answer should not exceed 500 words. In order to be eligible for the written exam you should have successfully completed the oral presentation assigned to you during the seminars. The oral presentation does not carry a grade but participation is compulsory. If you fail to give an oral presentation, you will not be eligible for the scheduled written exam. If you miss any seminar (besides your oral presentation) you will have to do an extra assignment.

In order to pass the course, the students need to pass the written exam. The maximum number of points is 100. To pass you need 50. To get Väl godkänt you need 75.

For the ECTS grades you need: A:90-100, B:75-89, C:61-74, D:55-60, E:50-54 p.

Seminar attendance is mandatory

OBJECTIVES OF THE COURSE

- To understand how contemporary development interventions are shaped by historical processes of imperialism and colonialism.

- To achieve a critical understanding of dominant paradigms of development theory, practice and implementation.

- To achieve an understanding of feminist interventions in development theory and practice.

- To understand how gender shapes development and how development practice shapes local gendered realities.

- To develop in-depth understanding on how structural processes impact on everyday lives of people.

LEARNING OUTCOMES FROM THE LECTURES

By the end of the course, students should have achieved the following

- Develop a critical approach towards the theory and practice of development.

- Identify the tensions between gender and development.

- Ability to apply their conceptual knowledge to understand empirical case studies in historical and contemporary development contexts.

- Familiarity with different methodological tools and techniques for researching and appraising development issues.

- Gained good knowledge on how development processes, both, alleviate suffering and impoverish livelihoods.

SEMINARS: THE 'EXPERTS' MODEL

The seminar sessions will introduce the 'experts' model, which creates a learning environment with the following objectives.

- Seminars will be student-led.

- The seminars will create a learning structure where students actively learn, participate and lead discussions with fellow-scholars. Students will be responsible not just for presentation of key ideas and texts but for the smooth running of the seminar as a whole, including leading discussion and close reading of texts, encouraging participation, and providing intellectual closure at the end of the seminar.

At the start of the course, you will all be asked to sign up to facilitate a given week (in line with lectures). You facilitate as an 'expert' for a specific week/ topic of your choice. There can be two or three 'experts' facilitating each seminar, and you will need to set aside time to meet with your co-facilitators to prepare well in advance of the seminar itself. Attendance of seminars is mandatory, but will not be formally assessed.

Guidelines

1. All those who will facilitate the seminar should meet up with each other to discuss running the seminar at least a week before the seminar.

2. They should divide the tasks of conducting the seminar among themselves so that all get an opportunity to participate in the discussion.

3. The content and format of the seminar will be the responsibility of the team though you can approach the tutor and discuss your ideas before the seminar.

4. The success of the seminar depends on creativity, using different formats and engagement.

An example of the 'Expert' model.

1. You can choose an article (s) or a book chapter and present the central arguments in the piece through the author's voice. 2. Your team then evaluates this piece in relation to other existing literature. 3. You then critically present your own ideas; where you agree with the text and areas where you disagree. Your own critical insights can frame the research question for the class or you might want to critically assess a theoretical approach (through a video-clip, newspaper cutting or a documentary).

LEARNING OUTCOMES AND TRANSFERABLE SKILLS FROM SEMINARS

- Synthesis and presentation of arguments from key texts.

- Development of critical thinking

- Management of time in a learning environment.

- Independence of thought in designing research activity and managing student-cohorts.

- Experience of working in a team

Content of the Course

This unit introduces students to the theoretical and conceptual approaches in development theory and its implementation. It critically engages with how gender shapes development theory and how development practice impacts on gender relations and gendered realities. Focusing primarily on the global south, the unit will draw empirical examples from Africa, the Middle East, South/South East Asia and Latin America. The unit will commence with an overview of how 'orientalism' serves as an effective discourse for the justification and institutionalisation of (neo)-imperialism globally and the ways in which it shapes debates on development in colonial and post-colonial contexts. We will move on to analyse the collusions and contestations between colonialism and nationalism and the important but often neglected role of 'domesticity' as an anti-colonial strategy.

We will then investigate how feminist theoretical models have challenged ma(le)instream development debates and the inherent 'male bias'. Structural Adjustment programmes were the key development tool of financial giants such as IMF and World Bank, with the aim to bring developing societies 'on track' with the developed world. But things went wrong? Why? In addition, one purpose of these programmes was to control 'population explosion' in the developing world but which came at a huge cost to individual livelihoods and created gender-imbalances in societies.

As well as considering substantive development issues, the course allows the opportunity to look at the changing role of the state in relation to war and violence. The current explosion of ethnic and civil conflicts are not understood in terms of lack of development, but, problematically, in terms of innate barbarity and backwardness of nation-states. Is this entirely true?

The course will conclude by looking at how development processes, despite their inherent weaknesses, have created pockets of empowerment, which are self-sufficient and self-sustaining and have enabled many societies to recover from debt-led growth.

4. Development and Armed Conflict 7.5 hp

Aims (expected study results)

The aim of this course is to introduce the students to basic concepts, facts, arguments, and causal theories about the relationship between development and armed conflict. The purpose is also to study and discuss the role of aid, globally and in Sweden, with regard to armed conflict.

Content of the course

The course has four themes: (1) introduction; (2) good governance and democracy; (3) resource scarcity and the so-called resource curse; and (4) the role of development cooperation in the context of armed conflict. The Miniatlas of Human Security gives a survey of political violence in the world, and of the relationship between armed conflict, poverty and different types of political institutions. Paul Collier's widely cited book The Bottom Billion provides an overview of findings on how poverty breeds armed conflict, and how armed conflict in turn causes poverty, so that poor countries may end up being caught in a conflict trap. The theme "good governance and democracy" deals with the relationship between on the one hand corruption, and on the other hand attempts to capture the state through coups or guerrilla warfare. Another central issue in this context is how elections can provoke violent conflict when held in a non-democratic context. Paul Collier's latest book Wars, Guns, and Votes is the main source when discussing these relationships. The role of gender equality for development and violent conflict is another important issue within this theme. We will discuss the gender aspect on the basis of recent research articles and the 2001 World Bank Policy Research Report Engendering Development. The link between armed conflict and scarce natural resources (e.g., conflict between herders and farmers over dwindling water resources), and between armed conflict and a relative abundance of certain types of resources (e.g., oil, diamonds) is dealt with in several recent articles from academic journals. Also The Bottom Billion has a lot to say on this issue. Development aid in the context of armed conflict is the theme of Mary B. Anderson's classic Do No Harm.

Teaching

The teaching consists of lectures and seminars.

This course is taught in English.

EXAMINATION

Grades will be based on a short multiple-choice test, and a written take-home exam. Grades are awarded according to the ECTS scale for foreign exchange students, whereas students in the Swedish system are awarded the grades "fail", "pass", or "pass with distinction".

Deepening related to the requirements of degree

The course aims to give students knowledge and understanding about the field and a practice in independent evaluation, critical treatment and discussions of this knowledge.

Instruction

The teaching consists of lectures, seminars, video films, and study visits.

Assessment

The various parts of the course are examined by means of written tests. An opportunity for a re-test is given ca 3-4 weeks after the first exam. The time and place for the written tests is announced in the schedule on the net. Each of the four courses also has seminars. Grades are awarded according the scale "failed", "pass" or "pass with distinction". To get the grade "pass with distinction" for the whole A course that grade is needed for at least 15 points of the totally 30 points.

Course level in relation to degree requirements

To be able to pursue this course in a satisfactory way good knowledge from the courses in social science and history from high school is probably needed. Since most of the course literature is in English a good command of English is required. Note that the courses are taught in English. If you would like to have further information about suitable prior knowledge or experience, please contact the department's reception.

Other directives

To be able to pursue this course in a satisfactory way good knowledge from the courses in social science and history from high school is probably needed. Since most of the course literature is in English a good command of English is required. Note that the courses are taught in English. If you would like to have further information about suitable prior knowledge or experience, please contact the department's reception.

Reading list

Reading list

Applies from: Spring 2012

Some titles may be available electronically through the University library.

  • Bigsten, Arne Utvecklingens ekonomi och politik.

    Lund: Studentlitteratur, 2003 (Lund, tur)

    Find in the library

  • Sen, Amartya Development as freedom.

    Oxford: Oxford University Press, 2001

    Find in the library

    Mandatory

  • Moss, Todd J. African development : making sense of the issues and actors

    Boulder: Lynne Rienner Publishers, 2007

    Find in the library

    Mandatory

  • The Paris Declaration on Aid Effectiveness,

    Find in the library

    Mandatory

  • World development report 2010 : development and climate change

    Washington, D.C.: World Bank, 2009

    Find in the library

    Mandatory

  • Easterly, William Russell The white man's burden : why the west's efforts to aid the rest have done so much ill and so little good

    Oxford: Oxford University Press, 2006

    Find in the library

    Mandatory

  • Elliot, Jennifer An Introduction to Sustainable Development

    Routledge, 2001

    Mandatory

  • Ostrom, Elinor Governing the commons : the evolution of institutions for collective action

    Cambridge: Cambridge Univ. Press, 1990

    Find in the library

    Mandatory

  • Articles

    Several sources,

    Mandatory

  • Kabbani, Rana Imperial Fictions: Europe Myth’s of the Orient

    Indiana University Press: Bloomington (pp. 1-13 & 67-85), 2009

    Mandatory

  • Sayyid, S Mirror Mirror: Western Democrats, Oriental Despots?,

    Ethnicities, 5; (30-50), 2005

  • Prakash, Gyan Orientalism now

    History & Theory vol. 34, no. 3 (199-212), 1995

    Mandatory

  • Liddle, Joanna; Rai, Shirin Feminism, Imperialism and Orientalism: The Challenge of the ‘Indian Woman

    Women’s History Review, Vol.7. No.4, (pp.495-519), 1998

    Mandatory

  • Mohanty, Chandra Under Western Eyes: Feminist Scholarship and Colonial Discourses

    Feminist Review, 30, (pp.61-88), 1988

  • Chaudhuri, Nupur Memshahibs and their servants in nineteenth century India

    Women’s History Review, 3:4, (pp. 549-562), 1994

  • McClintock, Anne Imperial leather : race, gender and sexuality in the colonial contest

    London: Routledge, 1995

    Find in the library

  • Thapar-Björkert, Suruchi; Ryan, Louise Mother India and Mother Ireland: Comparative Gendered Dialogues of Colonialism and nationalism in the early 20 century

    Women’s Studies International Forum, Volume 25, Issue 3, May-June, (pp. 301-313), 2002

  • Midgley, Clare Gender and imperialism

    Manchester: Manchester University Press, 1998

    Find in the library

  • Chadya, Joyce M Mother Politics: Anti-colonial Nationalism and the Woman Question in Africa

    Journal of Women's History - Volume 15, Number 3,(pp. 153-157), 2003

    Mandatory

  • Johnson, Cheryl Grass Roots Organizing: Women in Anticolonial Activity in Southwestern Nigeria

    African Studies Review, Vol. 25, No. 2/3, pp. 137-157, 1982

    Mandatory

  • Djamila Amrane-Minne, Daniele; Abu-Haidar, Farida Women and Politics in Algeria from the War of Independence to Our Day

    Research in African Literatures, Vol.30, No.3 (62-77), 1999

    Mandatory

  • Parpart, Jane L Who is the 'Other'?: A Postmodern Feminist Critique of Women and Development Theory and Practice

    Development and Change, Volume 24 Issue 3, Pages 439 - 464, 1993

    Mandatory

  • Razavi, Shahra Fitting Gender into Development Institutions

    World Development, Vol.25, No.7, (1111-1125), 1997

    Mandatory

  • Marchand, Marianne H.; Parpart, Jane L. Feminism, postmodernism, development

    London: Routledge, 1995

    Find in the library

    Mandatory

  • Kabeer, Naila Reversed realities : gender hierarchies in development thought

    London: Verso, 1994

    Find in the library

    Mandatory

  • Chua, Peter; Bhavnani, Kum-Kum; Foran, John Women, culture, development : a new paradigm for development studies?

    Part of:

    Ethnic and racial studies.

    vol. 23 (2000) nr. 5 s. 820-841

    Find in the library

  • Nederveen Pieterse, Jan After Post Development

    Third World Quarterly, Vol.21, No.2 (175-191), 2000

    Mandatory

  • Lugalla, J The Impact of Structural Adjustment Policies on Women and Children’s Health in Tanzania

    Review of African Political Economy, No.63, Vol.22, March, 1995

  • Patel, Vibhuti Women and Structural Adjustment in India

    Social Scientist, Vol.22, No.3/4, (pp.16-34)., 1994

    Mandatory

  • George, Susan Down the Great Financial Drain: How Debt and the Washingtom Consensus destroy development and create poverty

    Development, 50 (2), (4-11), 2007

  • Kaimowitz, David; Thiele, Graham The Effects of Structural Adjustment on Deforestation and Forest Degradation in Lowland Bolivia

    World Development Vol. 27, No. 3. (505-520), 1999

    Mandatory

  • Amalric, Franck; Banuri, Tariq Population: Malady or Symptom?

    Third World Quarterly, Vol. 15, No. 4 (pp.691-706), 1994

    Mandatory

  • Sudha, S; Irudaya Rajan, S Female Demographic Disadvantage in India 1981-1991: Sex Selective Abortions and Female Infanticide

    Development and Change Vol. 30 (pp.585-618), 1999

  • Sen, Armartya More than 100 million women are missing

    Part of:

    The New York review of books.

    Find in the library

    Mandatory

  • Bhat, R L; Sharma, Namita ) Mising Girls: Evidence from some North Indian States

    Indian Journal of Gender Studies, 13/3 (pp.351-373), 2006

  • Kaldor, Mary New and old wars : organized violence in a global era.

    Cambridge: Polity Press in association with Blackwell, 1999

    Find in the library

    Mandatory

  • Kalyvas, Stathis N. "New"and"old"civil wars - a valid distinction?

    Part of:

    World politics : a quarterly journal of international relations

    s. 99-108

    Find in the library

    Mandatory

  • Dowden, Richard The Rwandan Genocide: How the Press Missed the Story

    African Affairs , 103, (pp.283–290), 2004

  • Keen, David A Rational Kind of Madness

    Oxford Development Studies, Vol. 25, No. 1, (pp.67-75), 1997

  • Thapar-Bjorkert, Suruchi; Morgan, Karen; Yuval-Davis, Nira Framing gendered identities : local conflicts/global violence

    Part of:

    Women's studies international forum : a multidisciplinary journal ...

    vol. 29 (2006) nr. 5 s. 433-538

    Find in the library

    Mandatory

  • Fluri, Jennifer The Beautiful 'Other' a critical examination of 'western' representations of Afghan feminine corporeal modernity

    2009

  • Alison, Miranda Women as Agents of Political Violence: Gendering Security

    Security Dialogue vol. 35, no. 4, December 2004 (pp.447-464), 2004

  • Stoler, Ann Laura Carnal knowledge and imperial power: race and the intimate in colonial rule

    Berkeley: University of California Press, c2002

    Find in the library

  • Nagel, Joane Masculinity and nationalism: gender and sexuality in the making of nations

    Ethnic and Racial Studies, 1998

  • Kampwirth, Karen The Mother of the Nicaraguans: Dona Violeta and the UNO’s Gender Agenda

    Latin American Perspectives, 1996

    Mandatory

  • Burchianti, Margaret Building Bridges of Memory: The Mothers of the Plaza de Mayo and the Cultural Politics of Maternal Memories

    History and Anthropology, 2004

  • Sen, Amartya Development as freedom.

    Oxford: Oxford University Press, 2001

    Find in the library

  • Papart, Jane; Connelly, Patricia; Barriteau, V. Eudine Theoretical Perspectives on Gender and Development

    IDRC, 2000

    Mandatory

  • Corbridge, Stuart The (im)possibility of development studies

    Economy and Society, 2007

  • Pender, John From 'structural adjustment 'to 'comprehensive development framework': conditionality transformed?

    Third World Quarterly, 2001

  • Cerruti, M Economic Reform, Structural Adjustment and Female Labor Force Participation in Buenos Aires, Argentina

    World Development, 2000

    Mandatory

  • Jackson, Cecile; Pearson, Ruth Feminist visions of development : gender, analysis and policy

    New York: Routledge, 1998

    Find in the library

  • Kaldor, Mary Inconclusive wars: is Clausewitz still relevant in these global times?

    Global Policy, 2010

    Mandatory

  • Giles, Wenona Mary; Hyndman, Jennifer Sites of violence : gender and conflict zones

    Berkeley: University of California Press, cop. 2004

    Find in the library

    Mandatory

  • Enloe, Cynthia H. Maneuvers : the international politics of militarizing women's lives

    Berkeley, Calif.: Univ. of California Press, cop. 2000

    Find in the library

    Mandatory

  • Harrington, Carol Peacekeeping and Prostitution in Bosnia-Herzegovina and Kosovo

    Lund University, 2003

    Mandatory

  • Nuttall, Sarah Girl Bodies

    Social Text, 2004

    Mandatory

  • Snyder, Cindy S. On the battleground of women's bodies : mass rape in Bosnia-Herzegovina

    Part of:

    Affilia : journal of women and social work

    Find in the library

    Mandatory

  • Moser, Caroline O. N.; Clark, Fiona C. Victims, perpetrators or actors? : gender, armed conflict and political violence

    London: Zed, cop. 2001

    Find in the library

    Mandatory

  • Turshen, Meredith The Political Economy of Rape: An Analysis of Systematic Rape and Sexual Abuse of Women during armed Conflict in Africa

    Zed Books, 2001

    Mandatory

  • Collier, Paul. Wars, guns, and votes : democracy in dangerous places

    1. ed.: New York: Harper, 2009

    Find in the library

    Mandatory

  • Collier, Paul The bottom billion : why the poorest countries are failing and what can be done about it

    New York: Oxford University Press, cop. 2007

    Find in the library

    Mandatory

  • Engendering development : through gender equality in rights, resources, and voice

    Washington, D.C.: World Bank, 2001

    Find in the library

    Mandatory

  • World Bank & Human Security Centre, eds., Miniatlas of Human Security

    World Bank Publications, 2008

    Find in the library

    Mandatory

  • Anderson, Mary B. Do no harm : how aid can support peace - or war

    Boulder, Colo.: Lynne Rienner, 1999

    Find in the library

    Mandatory

  • Söderberg Kovacs, Mimmi; Ohlson, Thomas Democratisation and armed conflicts

    Stockholm: Sida, 2003

    Find in the library

    Mandatory

  • The Heart of the Matter: The Security of Women and the Security of States Hudson, Valerie M; Caprioli, Mary; Ballif-Spanvill, Bonnie; McDermott, Rose; Emmett, Chad F

    International Security 33 (3):7-45, 2008

    Mandatory

  • Hultman, Lisa The Power to Hurt in Civil War: The Strategic Aim of RENAMO Violence

    Journal of Southern African Studies 35 (4):821-34, 2009

    Mandatory

  • Hussein, Karim; Sumberg, James; Seddon, David 'Increasing Violent Conflict between Herders and Farmers in Africa: Claims and Evidence

    Development Policy Review 17: 397-418, 1999

    Mandatory

  • Melander, Erik; Öberg, Magnus; Hall, Jonathan Are 'New Wars' More Atrocious? Battle Intensity, Civilians Killed and Forced Migration Before and After the End of the Cold War

    European Journal of International Relations 15 (3): 505-536, 2009

    Mandatory

  • Solingen, Etel Pax Asiatica versus Bella Levantina: The Foundations of War and Peace in East Asia and the Middle East

    American Political Science Review 101 (4):757-780, 2007

    Mandatory

  • Stewart, Frances Conflict and the Millennium Development Goals

    Journal of Human Development 4 (3):325-351, 2003

    Mandatory

  • Turner, Matthew D Political Ecology and the Moral Dimensions of 'Resource Conflicts'

    Political Geography 23(7): 863-889,

    Mandatory

  • Alao, Abiodun; Olonisakin, Funmi Economic Fragility and Political Fluidity: Explaining Natural Resources and Conflicts

    International Peacekeeping, 2000

    Mandatory

  • Grant, J. Andrew. Diamonds, foreign aid, and the uncertain prospects for post-conflict reconstruction in Sierra Leone

    Helsinki: United nations university. World institute for development economics research (UNU-WIDER), 2005

    Find in the library

    Mandatory

  • Krause, Keith; Jütersonke, Oliver Peace, Security and Development in Post-Conflict Environments

    Security Dialogue, 2005

    Mandatory