SOC130 Development studies

Faculty of Social Studies
Spring 2010
Extent and Intensity
1/1/0. 6 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. Alice Navrátilová (lecturer)
Guaranteed by
doc. PhDr. Ing. Radim Marada, Ph.D.
Division of Sociology – Department of Sociology – Faculty of Social Studies
Contact Person: Ing. Soňa Enenkelová
Timetable
Wed 24. 2. 18:00–21:15 exP21, Wed 3. 3. 18:00–21:15 exP21, Wed 10. 3. 18:00–21:15 exP21, Wed 17. 3. 18:00–21:15 exP21, Wed 24. 3. 18:00–21:15 exP21
Prerequisites (in Czech)
četba v anglickém jazyce
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 60 student(s).
Current registration and enrolment status: enrolled: 0/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60
fields of study / plans the course is directly associated with
there are 46 fields of study the course is directly associated with, display
Course objectives
The course deals critically with concept of developoment as global thinking and practice replicated and reinvented in contemporary world of high modernity. At the beginning, genealogy of development is traced back to enlightenment as the historic break in modern Western thinking. Coupled with concepts firmly rooted in enlightenment discourse, the logic of authorative intervention, claims on definition of reality, classification of the socially constructed other as well as notion of power with which development is intrinsically connected are dealt with. Then the postmodern encounters with development are discussed, resulting in the post-development rejection of the whole notion of development on the one hand and historical analysis in the form of new historicism on the other. Following the latter line of argument, the sequence of projects of colonialism and modernity is described culminating in the project of development thus understood as the extension of project of modernity to the then colonized other. The whole concept of development takes on a new form under current project of globalization as the deepening of the global problems makes issues of development relevant regardless of the North-South divide. In the last part, practices of development are under close scrutiny, with the current trend of managerism as its most salient characteristics, generating in turn a strong response in anti-managerism approaches. The project cycle management with its logical framework analysis as the main methodology is challenged through the first-hand narratives of development experts with the devastating effect on the ennobled construction of ´local knowledge´. Practitioners stress that ´local knowledge´ is constructed in response to the development intervention, thus making it a prime candidate for science and technology studies analysis. Preponderance of linear thinking in development together with unflexible mental modeĺs of both development theorists as well as pracititioners paves the way for search of new impulses and alternatives in development thinking. Consequently, the complex system theory is assessed both as a theoretical stimulus to development conceptualization as well as model building. Cautious conclusions are drawn as to the potential of complex system modelling, which at best could subsitute the current logical framework analysis. However, even this improvement does not solve deep controversies which develpoment is riddled with. at the end of the course, the potential for metamorphosis of dispositiv development´s spine cord knowledge, economics, is looked into via contributions of the new institutional economics.
Syllabus
  • The course deals critically with concept of developoment as global thinking and practice replicated and reinvented in contemporary world of high modernity. Key concepts of development thinking and practice, e.g. logic of authorative intervention, claims on definition of reality, classification of the socially constructed other as well as notion of power with which development is intrinsically connected, are dealt with. Postmodern encounters with development are then presented resulting in post-development rejection of the whole notion of development on the one hand and historical analysis in the form of new historicism on the other. Following the latter line of argument, the sequence of projects of colonialism and modernity is described culminating in the project of development thus understood as the extension of project of modernity to the then colonized other. The whole concept of development takes on a new form under current project of globalization as the deepening of the global problems makes issues of development relevant regardless of the North-South divide. Then, the practices of development are under close scrutiny, with the current trend of managerism as its most salient characteristics, generating in turn a strong response in anti-managerism approaches. The project cycle management with its logical framework analysis as the main methodology is challenged through the first-hand narratives of development experts with the devastating effect on the ennobled construction of ´local knowledge´. Practitioners stress that ´local knowledge´ is constructed in response to the development intervention, thus making it a prime candidate for science and technology studies analysis. Preponderance of linear thinking in development together with unflexible mental modeĺs of both development theorists as well as pracititioners paves the way for search of new impulses and alternatives in development thinking. Consequently, as the forth trend, the complex system theory is assessed both as a theoretical stimulus to development conceptualization as well as model building. Cautious conclusions are drawn as to the potential of complex system modelling, which at best could subsitute the current logical framework analysis. However, even this improvement does not solve deep controversies which develpoment is riddled with. In the last chapter, the potential for metamorphosis of dispositiv development´s spine cord knowledge, economics, is looked into via contributions of the new institutional economics.1) Projects of colonialism, modernity, development and globalization; The Birth of the Discourses – modern institutions and narrative spaces, systems of classification. Assigned readings: CARMEN, R. (1996): Autonomous Development, Humanizing the Landscape. London, Zed Books, 1996.P. 1-40. ALLEN, T.; THOMAS, A (2000).: Poverty and Development into the 21st century, Oxford University Press, Oxford. Recommended readings: NAVRÁTILOVA, A. (2008): Shaping of Modernity in the First World. In Approaching the Other: Four Projects of Western Domination. Olomouc : 2008. ISBN 978-80-244-2046-2, s. 61-70. NAVRÁTILOVÁ, A. (2008): Dispositif of Development and the Post-Impasse Debate. In Migration and Development. Ostrava : 2008. ISBN 978-80-7368-442-6, s. 110-123. 2) Project of Development, basic macro-approaches to development I Assigned readings: BROHMAN, J.(1995): Popular Development, Basil Blackwell, 9-70. GRILLO, R. (1997): Discourses of Development, The View from Anthropology, Oxford. ESCOBAR, A.: Development Planning, in: SACHS (ed.) (1992): The Development Dictionary: A Guide to Knowledge as Power, London, Zed Books. 3) Project of Development, basic macro-approaches to development I Assigned readings: THOERBECKE, E.: The Evolution of the Development Doctrine, 1950-2005, in: Mavrotas, (2007): Advancing Development, United University Press, New York. TISCH, S.; WALLACE. M.B. (1994): Dilemmas of development assistance: The What, Why and Who of Foreign Aid. Westview Press. Recommended readings: SHANIN, T. (1997): The Idea of Progress, in: Rahnem, M. (ed.): The Post-development Reader. Zed Books, London. 1997. 4) Theory of international trade – basic concepts Assigned readings: SALVATORE, D. (2006): International Economics, 8th edition. John Wiley, New Jersey. pp.. 1-109; 115-224. Recommended readings: CYPHER, J.M. DIETZ, J.L.: The Process of Economic Development, Routledge, London. 5) Critique of the Free Trade, Alter-global Alternatives, Global Civil Society I. Assigned readings: DUNKLEY, G. (2004): Free Trade, Myth, Reality, and Alternatives, Zed Books. Keane, MCMICHAEL, P. (1996) : Social change and development, Pine Forge Press, London, 1996. Human Development Report 2005. United Nations Development Programme, 2005. 6) Critique of the Free Trade, Alter-global Alternatives, Global Civil Society II. ANEHIER,, H.; GLASIUS, M.; KALDOR, M.: Introducing Global Civil Society, in: Global Civil Society Yearbook, accessible on: www.lse.co.uk. GEORGE, s. (2004): Another world is possible, Verso, London. 7) Micro-approaches to Development: basic needs approach, people-centred approach, rights based approach. Assigned readings: NYAMU-NUSEMBI, CORNWALL, A.(2004): What is rights-based approach all about? Working Paper, Institute of Development Studies, Sussex. BROHMAN, J.(1995): Popular Development, Basil Blackwell. p. 201-250. 8) Participatory development Assigned readings: CARMEN, R. (1996): Autonomous Development, Humanizing the Landscape. London, Zed Books, 1996. UFFORD, P.G.; GIGI, K.A. (2003): A Moral Critique of Development, Routledge, London. 9) Post-colonial studies Assigned readings: SAID, E.(1978): Orientalism, Vintage Books, p. 1-72;, 201-225. Gandhi,L.(1998): Postcolonial Theory: A Critical Introduction, Columbia University Press. Recommended readings: Young, R.: White Mythologies. Routledge, London. 1990. 10) New Institutional Economics and Third World Development Assigned readings HARRISS, J.; HUNTER, J.; LEWIS, C.M. (1995): The New Institutional Economics and Third World Development Routledge, London. 11) Critique of Project Cycle Management Approach; Complex system theory alternative. Sterman, J. D. (2000): Business Dynamics: System Thinking and Modelling for a Complex World, Boston: McGraw-Hill. BYRNE, D.: Complexity Theory and the Social Sciences: an introduction. London, Routledge, 1998. Assigned readings: Cornia, G.A.; Menchini, L.: Health Improvements and Health Inequality during the Last 40 Years, in. in: Mavrotas, (2007): Advancing Development, United University Press, New York. 12) Knowledge-development-power axis; WED, Millenium Development Goals. Assigned readings: Chamber, R.(1983): Rural Development, Putting the Last First, Longman Group. Braidotti, R,; Charkiewitzc, E. (1994): Women, the Environment and Sustainable Development. Towards a Theoretical Synthesis. Zed Books-INSTRAW, London. Millenium Development Goals Report, 2006. United Nations Development Programme.
Literature
  • MOSS, D. (2001,2004): ´People´s Knowledge´: Participation and Patronage: Operation and Representation in Rural Development, in: COOKE, B.KOTHAR, U. (2004): Participation: The New Tyranny? London: Zed Books
  • Escobar, A.: The making and Unmaking of the Third World through Development, in: Rahnem, M. (ed.): The Post-development Reader. Zed Books, London. 1997
  • MUKHAERJEE, N.(1998): Participatory Rural Appraisal: Methodology and Applications, New Dehli,: Concept Publishing Company.
  • NYAMU-NUSEMBI, CORNWALL, A.(2004): What is ´rights-based approach´ all about? Working Paper, Institute of Development Studies, Sussex.
  • DANĚK, Petr and Alice NAVRÁTILOVÁ. Introduction. In Approaching the Other: The Four Projects of Western Domination. Olomouc: Palacký University, 2008, p. 15-23. Monographs. ISBN 978-80-244-2046-2. info
  • NEDERVEEN PIETERSE, Jan. Development theory : deconstructions/reconstructions. Thousand Oaks, Calif.: SAGE Publications, 2001, xii, 195. ISBN 0761952934. info
  • SHANIN, T. The Idea of Progress. London, 1997. The Post-development Reader. info
  • BROHMAN, John. Popular development :rethinking the theory and practice of development. 1st pub. Oxford: Blackwell Publishers, 1996, 398 s. ISBN 1-55786-316-4. info
Teaching methods
lectures, class discussion, group work on presentation,
Assessment methods
1 hour lecture, 1 hour seminar, course requirements: 1 group assignement and presentation, 2 000 word paper, written exam
Language of instruction
Czech
Further Comments
Study Materials
The course is taught annually.
Teacher's information
https://is.muni.cz/auth/dok/rfmgr.pl?fakulta=1423;obdobi=4785;kod=SOC130;furl=%2Fel%2F1423%2Fjaro2010%2FSOC130%2F
The course is also listed under the following terms Autumn 2005, Autumn 2006, Spring 2008, Spring 2009, Spring 2011.
  • Enrolment Statistics (Spring 2010, recent)
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