International Development: Cultural Impacts

Course Number: ISIS 4350, Section 001 Semester: Fall 2011 Day/Times: Tuesdays & Thursdays, 2:30 3:45 p.m. Location: Hoblitzelle Hall 2.502

Professor Information
Dr. Jillian M. Duquaine-Watson Office: Hoblitzelle Hall 2.810 Email: jillian.duquaine-watson@utdallas.edu Phone: 972-883-2322 Office Hours: Mondays and Wednesdays, 1-3 p.m. Tuesdays and Thursdays, 1:00 2:00 p.m. and by appointment

Course Description
This interdisciplinary course will introduce students to the social, political, and economic factors that shape international development. Drawing from diverse fields including economics, anthropology, sociology, history, gender studies, and political science, we will situate our analysis within relevant historical and theoretical frameworks, particularly as they relate to feminist, critical race, and related theories. In addition to investigating contemporary development goals and policies, we will also explore the history and future directions of the field. Although many of our readings and discussions will focus on the role that governments and international bodies (such as the United Nations, the Organization of American States, the World Bank, and the International Monetary Fund) have assumed in relation to development, we will be equally concerned with the influence of non-governmental organizations (NGOs), local groups, and individual citizens. Although many themes will arise during our course of study, our primary focus will be on issues of gender, poverty and economics, education, and environmental sustainability.

Course Goals/Learning Objectives

Students who successfully complete this course will be able to: 1. 2. 3. 4. 5. 6. 7. 8. Describe the history of international development policies from post-World War II to present; Detail the ways in which gender and development have influenced and been influenced by one another (both ideologically and practically); Identify specific social, economic, and political factors that have shaped and continue to shape international development; Detail various development goals including those developed by The United Nations and other international entities and assess the relative success of countries and regions in meeting those goals; Compare and contrast development strategies as they relate to education, economics, and the environment; Explain the gendered dimensions of contemporary debates about international development; Distinguish core features of successful development projects from those that are less successful, specifically as such success is predicated on attention to gender and other social identities; Assess arguments concerning future directions of international development.

Students will also be provided with opportunities to enhance their skills in the following areas: 1. 2. 3. Critical thinking and analysis; Written communication (both formal and informal); Oral communication (both formal and informal); 4. Academic research.

Required Texts
The following texts are required for this course and available for purchase at the UTD bookstore and at Off-Campus Books: Three Cups of Tea: One Mans Mission to Promote PeaceOne School at a Time. By Greg Mortenson and David Oliver Relin. Viking/Penguin Books: 2007. Introduction to International Development: Approaches, Actors, and Issues. By Paul A. Haslam, Jessica Schafer, and Pierre Beaudet. Oxford University Press, 2009. (referred to as IID in course calendar) The Bottom Billion: Why the Poorest Countries are Failing and What can be Done About it. By Paul Collier. Oxford University Press, 2007. (referred to as BB in course calendar) There will also be a variety of required course readings available via the course eLearning site. To locate these readings, look under the Learning Modules tab and then click on Course Readings.

Assignments & Grading

Your performance in relation to the following course requirements will determine your grade for the course: 1. Attendance (100 points): Attendance is fundamental to the success of this course overall as well as your individual success in the course. Consequently, a significant portion of your grade is based on attendance. You are expected to arrive in class on time, to stay for the entire session, and to miss class only in rare and unavoidable circumstances. Points will be deducted for late arrivals and early departures. If you miss a class for any reason, it is your responsibility to update yourself (from your classmates!) on course activities and any changes to the schedule or activities. Participation (100 points): It is expected that students will participate actively and thoughtfully in discussions based on careful reading of course material. The quality of your participation will have a significant influence on your grade. If you must miss a class for medical reasons, religious observance, caring for your sick child, or any other university-excused activity, you are expected to inform me before class and then submit appropriate documentation. Students who miss class sessions are responsible for obtaining notes from classmates and finding out all changes in deadlines and activities. Our class meetings will include a variety of learning activities including lecture, discussion of the readings, debate, disagreement, critique, and exploration. I expect that class members will draw on their own knowledge and experiences when appropriate. In order for this course to be successful, it is imperative that we maintain an atmosphere of mutual respect for all course participants, including respecting one another by coming to class fully prepared for engaging, stimulating discussionsin other words, if you are in class, I will expect that you have read and thought about the assigned readings and are ready to discuss them.

2.

3. Summary/Response Papers (8 x 25 points each = 200 points): In order to facilitate our discussion of assigned readings, you will write a total of 8 summary/response papers. In addition to summarizing the main points of the reading (or readings), you must compose some sort of thoughtful response to the reading(s). This might be done in a number of ways: you might select specific passage from one of the texts and discuss why you believe it is important; you may create a discussion question based on the readings and attempt to answer that question in a narrative format; you might address a point that you feel strongly about (agreeing or disagreeing, for example); you might relate the readings to recent world events (when appropriate). Each response paper should be approximately 2 2 pages. I will NOT accept hand-written summary/response papers, so do not ask. While I expect you to check these documents for spelling, grammar, etc., they are meant to be a less formal and more reflexive/exploratory type of writingin other words, they need not follow a introduction-body-conclusion type of format. Course participants will be divided into 2 groupsGroup #1 and Group #2for summary/response papers. Please see course calendar for due dates for your group. Summary/response papers will not be accepted late nor will they be accepted via email. You may not have another class member or proxy submit a reading response paper on your behalf. If you miss a week that a summary/response paper is due, you have ONE make-up opportunity: Thursday, November 17th.

4. Research Paper/Project and Presentation (200 points): You will complete a significant research paper/project on a topic of your choosing (so long as it relates to course themes). Final papers should be 10-12 pages in length (double-spaced). While you are free to choose the citation style you are most comfortable with, I do expect all papers to be free of spelling, grammatical, and other similar errors. Final papers/projects are due as indicated on the course calendar (during finals week). You will also give a brief (12-15 minute) presentation based on your research project. Your goal during your presentation is to inform other class members about your topic and add to their knowledge about international development. You should also provide them with a 2-page handout that includes a brief outline of your presentation and a list of resources for further reading on the topic. A brief research proposal is due at the beginning of class on Tuesday, September 27th. Proposals should include two parts: 1. A description of your research project (approx. 250 words); and, 2. A preliminary bibliography of at least 3 sources (journal articles, books, etc.). NOTE #1: I am happy to meet with you individually to discuss possible research topics, point you in the direction of resources, and generally assist you in whatever ways I am able. NOTE #2: I strongly encourage you to form research-and-writing groups. This is a wonderful way to provide support and assistance to one another throughout the development of your research projects, to share resources and ideas, and to serve as peer editors during the writing process.

You may earn up to 600 points in this course as determined by the following assignments: Attendance (100 points) Participation (100 points) Summary/Response Papers (8 x 25 points each = 200 points) Final Research Paper/Project and Presentation (200 points)

Final course grades will be assigned according to the following scale: Points 582 - 600 564 - 581 540 - 563 522 - 539 504 - 521 480 - 503 Grade A+ A AB+ B BPoints 444 461 420 443 402 - 419 384 - 401 360 - 383 359 & below Grade C CD+ D DF

462 - 479

C+

Course and Instructor Policies

Assignment Format
Your assignments must adhere to the following formatting requirements (unless noted on an individual assignment handout): The following information must be included (single-spaced) at the top left margin of the first page: your name, the title of the assignment, the course name and number, my name, the date submitted. All margins must be 1 inch. Font of your document should be Times New Roman, 12-point type. The body/content of your document must be double-spaced. Follow standard guidelines (APA, MLA, or Chicago style) for pagination, headings, citations, and other formatting issues. Graphics, tables, and illustrations need to be clearly identified and explained. Documents must be free of spelling, punctuation, and grammatical errors. Sources must be documented and/or quoted appropriately in the text as well as in the References/ Bibliography at the end of your document. Multiple pages MUST be stapled together. NOTE: Failure to adhere to formatting requirements may result in your assignment being considered incomplete and, therefore, unacceptable.

Late Work
Deadlines are a serious matter. Missed deadlines cause delays and administrative headaches. In the professional world, they can also compromise professional reputations and careers. For these reasons, late or incomplete work is not acceptable in this course. Technological problems are not valid excuses for late work, so plan accordingly. Moreover, no late or makeup submissions will be accepted without appropriate documentation.

Extra Credit
I do not curve individual items, nor do I offer extra credit work or special consideration to allow students a chance to raise their grade. If a personal situation arises during the semester that may affect your classroom performance, please talk to me sooner rather than later. If you wait until the end of the semester, I wont be able to help you. However, I can work with you more easily if you speak to me when the situation arises.

Classroom Citizenship
All members of our classroom learning community are expected to communicate in a civil and professional manner. Disagreement is acceptable (and even expected in college-level courses); disrespect, however, has no place in this or any classroom.

Technology Requirements
The course is taught using eLearning and you should develop the habit of checking both the course eLearning site

and your UTD email often for assignments and announcements. Reliable and frequent internet connectivity is indispensable. It is your responsibility to ensure that you have access to the course through eLearning for the duration of the semester. Failure to check UTD or eLearning email, errors in forwarding email, and email bounced from over-quota mailboxes are not acceptable excuses for missing course-related emails or announcements. Additionally, to protect your privacy rights, I will only send email through your official UTD email address or eLearning email. If you choose, you can redirect both of these addresses to external addresses.

Classroom and Equipment Use Policies

No laptops, cell phones, pagers, or other electronic messaging services may be used in the classroom. I recognize that many of us carry cell phones and other electronic communication devices so we can be contacted in the event of emergencies or other serious situations. During class time, however, I expect all members of our classroom learning community to turn these off or set them to vibrate/silent. If you find it difficult to adhere to this policy, I suggest you register for another course that better meets your needs. For information about UTD academic policies, including student conduct and discipline, incomplete grading policy, religious holy days, and similar matters, please visit: http://go.utdallas.edu/syllabus-policies

COURSE CALENDAR
We will make every effort to adhere to the calendar and schedule of activities that appears on the following pages. However, adjustments may need to be made in certain cases such as adverse weather conditions, illness of instructor, or similar events. Please be certain to check the course eLearning site regularly throughout the semesterI will post any class cancellations there as well as provide information on any necessary adjustments to the course calendar.

UNIT I: CONTEMPORARY ISSUES & THE HISTORY OF INTERNATIONAL DEVELOPMENT Session 1 Date Thur., Aug 25 Activities, Required Readings, Due Dates, Assignments, etc. Introductions: to course, one another, our plan for the journey ahead

Tues., Aug 30

Lecture: The History of an Idea, or The Origins of Int. Development Readings: UN Millennium Development Goals Fact Sheets 1-8 (eLearning)

Thur., Sept 1

Topic: International AidFrom, To, and Why? Readings: Ch. 1: Meaning, Measurement, & Morality in International Development (IID) Ch. 2: Imperialism and the Colonial Experience (IID) Group #1 Summary/Response Due (1)

Tues., Sept 6

Unit I Reading Discussion Readings: Peet and Hartwick, Development (eLearning) Charleton, Development as History and Process (eLearning) Group #2 Summary/Response Due (1)

UNIT II. THEORIES OF DEVELOPMENT Lecture: Classical and Neo-Classical Economics Readings: Ch. 3: Theories of Development Topic: Modernization, Marxism, and Materialism Readings: Peet and Harwick, Development as Modernization (eLearning) Group #1 Summary/Response Due (2) Topic: Why Does Gender Matter in Development? Readings: Ch. 4: Gender and Development Issues (IID) Boserup, Male and Female Farming Systems (eLearning) Group #2 Summary/Response Due (2) Lecture: Development is Political Readings: Beneria and Sen, Accumulation, Reproduction, and Womens Role in Economic Development: Boserup Revisited (eLearning) Mohanty, Under Western Eyes: Feminist Scholarship and Colonial Discourses (eLearning) Group #1 Summary/Response Due (3)

Thurs., Sept 8

Tues., Sept 13

Thurs., Sept 15

Tues., Sept 20

UNIT III: ECONOMICS AND POVERTY Topic: The Global Economy Readings: Chapter 6, Globalization and Development (IID) Chapter 13, Poverty and Exclusion (IID) Group #2 Summary/Response Due (3) Video Viewing and Discussion: The End of Poverty? Readings: Part I: Whats the Issue? (BB) NOTE: Research proposals due today!!!! Topic: Understanding the Challenge of Global Poverty Readings: Part II: The Traps (BB) Part III: An Interlude: Globalization to the Rescue? Group #1 Summary/Response Due (4) Topic: Can We Fix Global Poverty? Readings: Part 4: The Instruments (BB) Part 5: The Struggle for the Bottom Billion (BB) Group #2 Summary/Response Due (4) Lecture: Combating Poverty: the Promise of Microcredit Readings: Yunus, The Microcredit Revolution (eLearning) FINCA International Website (www.villagebanking.org), including the following pages: o Mission and Vision o Narrative History (on the FINCAs History page) o Microfinance and Village Banking o Business Model o Client Stories Video Viewing: Microfinance Success Stories (from the Grameen Foundation) Group #1 Summary/Response Due (5)

Thurs., Sept 22

10

Tues., Sept 27

11

Thurs., Sept 29

12

Tues., Oct 4

13

Thurs., Oct 6

14

Tues., Oct 11

Topic: MicrocreditIs it all its cracked up to be? Readings: Rahman, Micro-credit Initiatives for Equitable and Sustainable Development: Who Pays? (eLearning) Selinger, Does Microcredit Empower? Reflections on the Grameen Bank Debate (eLearning) Group #2 Summary/Response Due (5)

UNIT IV: EDUCATION Lecture: Gender and Education as Development Issues Readings: Chapter 20: Education and Development (IID) 16 Tues., Oct 18 Book Discussion: Three Cups of Tea Readings: Three Cups of Tea, Intro and chapters 1-8 (pp. 1-97) Group #1 Summary/Response Due (6)

15

Thurs., Oct 13

17

Thurs., Oct 20

Book Discussion: Three Cups of Tea Readings: Three Cups of Tea, Chapters 9-16 (pp. 98-210) Video Viewing and Discussion: An interview with Greg Mortenson

18

Tues., Oct 25

Book Discussion: Three Cups of Tea Readings: Three Cups of Tea, Chapters 17 to end of book (pp. 211-331) Group #2 Summary/Response Due (6) Discussion: Too Good to be True? Rethinking the Central Asia Institute and Three Cups of Tea Readings: Whitney Tilsons Blog, Jon Krakauers Three Cups of Deceit (eLearning) Kristoff, Three Cups of Tea, Spilled (eLearning) Video Viewing and Discussion: 60 minutes expos on Three Cups of Tea Group #1 Summary/Response Due (7)

19

Thurs., Oct 27

UNIT V. ENVIRONMENTAL SUSTAINABILITY Video Viewing and Discussion: The 11th Hour Lecture: Key issues in Environmental Sustainability Readings: Chapter 17, Environment and Development (IID) Lecture/Discussion: Gender and the Environment Readings: Jacobson, Gender Bias: Roadblock to Sustainable Development (elearning) Agarwal, Conceptualizing Collective Environmental Action: Why Gender Matters (eLearning) Group #2 Summary/Response Due (7) Topic: SustainabilityThe Case of Costa Rica, Part II Readings: Costa Rica: On the Beaten Path (eLearning) Group #1 Summary/Response Due (8) Topic: SustainabilityThe Case of Costa Rica, Part II Readings: Rivera, Assessing a Voluntary Environmental Initiative in the Developing World: The Costa Rican Certification for Sustainable Tourism (eLearning) Pagiola, Payment for Environmental Services in Costa Rica (eLearning) Group #2 Summary/Response Due (8)

20

Tues., Nov. 1

21

Thurs., Nov 3

22

Tues., Nov 8

23

Thurs., Nov 10

24

Tues, Nov 15

UNIT VI: THE FUTURE OF DEVELOPMENT Topic: Where do we go from here? Readings: Black, Chapter 7: Where Next? (eLearning) Young, Planning from a Gender Perspective: Making a World of Difference (eLearning)

25

Thurs., Nov 17

Summary/Response Make-Up Opportunity 26 Tues., Nov 22 Student Research Presentations

27

Thurs., Nov 24

Thanksgiving Holiday, University Closed (no class)

28

Tues., Nov 29

Student Research Presentations

29

Thurs., Dec 1

Student Research Presentations

30

Tues., Dec 6

Student Research Presentations

FINALS WEEK

Tues., Dec 13 2-4:45 p.m.

Student Research Presentations Final Papers/Projects due to me by 2 p.m.

10