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: 2013-05-15
  • Revised by: The Board of the Department of Government
  • Applies from: Autumn 2013
  • Entry requirements: General entry requirements and English 6, Social Studies 1b/1a1+1a2 or 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
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.

Content of the course
The course has three themes: Introduction to the development discourse, aid and conditionality, and development in Africa. In the first theme 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 relationship between development and democracy will be particularly studied. In theme two, development and democracy will be analysed in connection with aid based on William Easterly's book "The White Mans's Burden", a number of articles, and the Paris Declaration from 2005. The last
theme is development in Africa; the problems and possibilities of development in a continent that harbours some of the most pressing problems but also promises and positive news.

Teaching
The teaching consists of lectures and seminars. 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

Learning outcome
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 the discussion how sustainable development can be affected on international, national, and local levels.

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 and critically discuss important topics and concepts that are intricately linked to environment, human well-being, and sustainable development.
3. Be able to discuss and articulate how sustainable development can be affected on international, national, and local levels.

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. The course covers the current sustainable development discourse and how sustainable development can be affected on international, national, and local levels. In this latter part we pay particular attention to the research discussion on natural resources as “common property resources”.

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

Grading and 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".

3. (En)gendering International Development 7.5 hp

Course Goal and Learning Objectives

• 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.

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.

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

Examination
Students are examined through a written exam and active participation in seminars. Grades are awarded according the scale “failed”, "pass" or "pass with distinction".

4. Development and Armed Conflict 7.5 hp

Learning outcomes

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 is organised into three themes: (1) The Conflict-Development Nexus; (2) Conflict Analysis and What to Do; (3) Fusing or separating warfare and aid

(1) The Conflict-Development Nexus
The book Guns, Germs, and Steel by Jarred Diamond provides an explanation for the deep historical roots of today’s unequal world. When we read Diamond’s book we pay particular attention to the origins of societies organised on a larger scale (e.g., chiefdoms, states, empires), and the role of violence therein. We also watch and discuss a documentary made by National Geographic on the basis of this book. 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 relationship between peace and economic growth in East Asia is studied with the help of an article by Ethel Solingen. The role of good governance is dealt with through discussion of the relationship between on the one hand corruption and patronage, and on the other hand attempts to capture the state through coups or guerrilla warfare. The link between armed conflict and natural resources (e.g., oil, diamonds) is dealt with in several recent articles from academic journals and The Bottom Billion.

(2) Conflict Analysis and What to Do
This theme opens with methods for conflict analysis, with a special focus on practical applications. The intended and unintended consequences of development and humanitarian work in conflict research is the subject of Mary B. Anderson’s classical book Do No Harm. An important but often overlooked aspect of conflict analysis is gender. Malcolm Potts and Thomas Hayden’s book Sex and War, and several articles, deal with the relationships between gender equality, development and peace. 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.

(3) Fusing or separating warfare and aid
We begin this theme with an overview of critical security theory, with special attention to claims about development and conflict. The reading for this part is a thorough review article. Next we deal with arguments and empirical results regarding military interventions and peacekeeping operations. An important issue is the militarisation of aid, and the potential benefits and disadvantages thereof. The readings for this theme consists of articles as well as parts of the books that are read in the two preceding themes of the course.

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 awarded are “fail”, “pass”, or “pass with distinction”.

Instruction

The teaching consists of lectures and seminars. The course is taught in English. Additional information regarding instruction and examination will be handed out before each sub-course.

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".

Other directives

No prior formal qualification is required except general entrance 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.

Reading list

Reading list

Applies from: Autumn 2013

Some titles may be available electronically through the University library.

Development, Democracy and Governance

Development, Democracy and Governance

  • 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

  • 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

  • Bigsten, Arne Utvecklingens ekonomi och politik.

    Lund: Studentlitteratur, 2003 (Lund, tur)

    Find in the library

Articles will be added

International Environment and Sustainable Development

  • Baker, J. Mark The kuhls of Kangra : community-managed irrigation in the Western Himalaya

    1. ed.: Seattle, Wash. [u.a.]: Univ. of Washington Press, 2005

    Find in the library

    Mandatory

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

    Cambridge: Cambridge Univ. Press, 1990

    Find in the library

    Mandatory

  • Speth, James Gustave; Haas, Peter M. Global environmental governance

    Washington: Island Press, cop. 2006

    Find in the library

    Mandatory

Articles will be added

(En)Gendering International Development

  • Mohanty, Chandra Under Western Eyes Re-Visited : Feminist Solidarity through Anti-Capitalist Struggles

    Part of:

    Mohanty, Chandra Talpade Feminism without borders : decolonizing theory, practicing solidarity

    Durham: Duke Univ. Press, 2003

    Find in the library

    Mandatory

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

    London: Routledge, 1995

    pp 1-15

    Find in the library

    Mandatory

  • Peet, Richard Feminist Theories of Development

    Part of:

    Peet, Richard; Hartwick, Elaine Theories of development : contentions, arguments, alternatives

    2. ed.: New York: Guildford Press, cop. 2009

    Chp 6 (pp.163-195)

    Find in the library

    Mandatory

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

    New York: Routledge, 1998

    pp. 217-239

    Find in the library

    Mandatory

  • Kaldor, Mary New & old wars : [organized violence in a global era]

    2. ed.: Cambridge: Polity Press, 2006

    pp. 72-87

    Find in the library

    Mandatory

  • Lentin, Ronit Gender and catastrophe

    London: Zed, 1997

    pp.50-64

    Find in the library

    Mandatory

Articles will be added

Development and Armed Conflict

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

    Boulder, Colo.: Lynne Rienner, 1999

    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

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

    1. ed.: New York: Harper, 2009

    Find in the library

    Mandatory

  • Diamond, Jared Guns, germs, and steel : the fates of human societies

    New York: Norton, cop. 1997

    Find in the library

    Mandatory

  • How to conduct a conflict analysis : conflict-sensitive development co-operation

    Stockholm: Department for Cooperation with NGOs, Humanitarian Assistance and Conflict Management, Sida, 2004

    Available from Studentportalen

    Find in the library

    Mandatory

  • Nisbett, Richard E.; Cohen, Dov. Culture of honor : the psychology of violence in the South

    Johanneshov: MTM, 2013

    Available from Studentportalen. Pages xv-11 and 86-88

    Find in the library

    Mandatory

  • Sex and War : How Biology Explains Warfare and Terrorism and Offers a Path to a Safer World

    2008

    Find in the library

    Mandatory

Articles will be added