COURSE SYLLABUS SAA058: Economy, Cooperation for

COURSE SYLLABUS
SAA058: Economy, Cooperation for
Development and Global Justice
ACADEMIC YEAR 2010/2012
DEGREE: International University Master in
Peace, Conflict and Development Studies
02‐03‐2011 1. GENERAL INFORMATION
Department and area of knowledge: IUDESP (Interuniversity Institute of Social
Development and Peace)
Type (Basic Training, Compulsory, Optional, Work Placement, End-of-Degree Project):
Optional
Course (1st, 2nd, 3rd, 4th): 2nd year
Semester (1st, 2nd, annual): 1st semester
Credits: 6
Language(s) of instruction: English
Main Lecturer: Dr. Irene Comins
Class Schedule: See the LLEU guide (from 10a.m. to 1p.m., from Monday to Friday)
2. INTRODUCTION
(Brief description of the subject within the Degree syllabus)
This subject contributes to the development of the contents and competences
corresponding to the Term on Peace and Development of the International Master in
Peace, Conflicts and Development Studies of the Universitat Jaume I.
3. RECOMMENDED BACKGROUND KNOWLEDGE
No specific previous knowledge is required to take this course.
4. COMPETENCES AND LEARNING OUTCOMES
Generic and specific competences
Learning outcomes
(This section will be automatically completed
with information from the report on the Verifica
UJI programme)
(This section will be automatically completed
with information from the report on the Verifica
UJI programme)
1. General aims
1.1. To spread the ideas of peace,
conflicts, humanitarian aid and development
cooperation as proposed by UNESCO, so
that
the
future
professionals
and
researchers include these ideas entirely in
their working fields, both as part of their
objectives as well as of their processes
(multidisciplinary
and
interdisciplinary
approaches).
1.2. To create an environment of study and
1. General outcomes
1.1 To be able to spread the ideas of peace,
conflicts, humanitarian aid and development
cooperation as proposed by UNESCO, so
that
the
future
professionals
and
researchers include these ideas entirely in
their working fields, both as part of their
objectives as well as of their processes
(multidisciplinary
and
interdisciplinary
approaches).
1.2 To be able to create an environment of
02‐03‐2011 critical research and of academic excellence
according to the statutes of University
Jaume I and the convergence process of
European Higher Education Area within the
Bologna Framework.
1.6 To move forward in the construction of
cultures for peace by means of intense
academic and professional work. This work
would be developed both in the seminar
rooms of the Master of Arts as well as by the
graduates in the program. Once they join
their working places in their native countries,
their point of view would be critical,
intercultural, gender based, with a
perspective of conflict transformation and
alternative diplomacy.
1.7 To
consolidate
the
necessary
knowledge, tools and attitudes to establish
working networks in order to implement
world policies based on sustainable
development, cooperative responsibility and
the environmental security.
2. Knowledge aims
2.3. To know the main instruments of
international institutions like the United
Nations and its agencies, which analyze
how the world resources are distributed, and
measure poverty, marginalization and
exclusion.
2.4. To study the main schools specializing
in critical analysis of Humanitarian Aid and
its transformations in development and codevelopment projects from a structural
perspective.
2.5. To study different alternatives of
development and co-development projects,
as well as analysis projects of migration
trends, as suggested in the logical
framework and in such programs as the UN
program for Human and Sustainable
Development, with an emphasis on gender
perspective.
2.6. To study the alternatives from the
perspective
of
strengthening
local
subsistence economies interacting with
global trade and with post-development,
postcolonial and gender studies.
2.9. To know the policies of the Generalitat
Valenciana, the Spanish Government, the
European
Union,
the
International
study and critical research and of academic
excellence according to the statutes of
University Jaume I and the convergence
process of European Higher Education Area
within the Bologna Framework.
1.6 To be able to move forward in the
construction of cultures for peace by means
of intense academic and professional work.
This work would be developed both in the
seminar rooms of the Master of Arts as well
as by the graduates in the program. Once
they join their working places in their native
countries, their point of view would be
critical, intercultural, gender based, with a
perspective of conflict transformation and
alternative diplomacy.
1.7 To be able to consolidate the necessary
knowledge, tools and attitudes to establish
working networks in order to implement
world policies based on sustainable
development, cooperative responsibility and
the environmental security.
2. Knowledge outcomes
2.3. To be able to know the main
instruments of international institutions like
the United Nations and its agencies, which
analyze how the world resources are
distributed,
and
measure
poverty,
marginalization and exclusion.
2.4. To be able to study the main schools
specializing
in
critical
analysis
of
Humanitarian Aid and its transformations in
development and co-development projects
from a structural perspective.
2.5. To be able to study different alternatives
of development and co-development
projects, as well as analysis projects of
migration trends, as suggested in the logical
framework and in such programs as the UN
program for Human and Sustainable
Development, with an emphasis on gender
perspective.
2.6. To be able to study the alternatives
from the perspective of strengthening local
subsistence economies interacting with
global trade and with post-development,
postcolonial and gender studies.
2.9. To be able to know the policies of the
Generalitat
Valenciana,
the
Spanish
Government, the European Union, the
02‐03‐2011 Organizations and other NGOs in the areas
of humanitarian aid and development
cooperation.
3. Competence aims
3.3. To build capacity for the analysis of
main measuring instruments for the global
situation, with special emphasis on those
territories or populations characterized by
poverty, marginalization and exclusion.
3.4. To develop skills for the planning,
execution and evaluation of development
and co-development projects (North-South,
South-South and South-North).
3.5. To enable the search for alternatives
through interaction of local and global
economies
and
postcolonial,
postdevelopment, gender perspectives, as well
as through the contributions of Indigenous
Knowledge Systems.
4. Skill aims
4.1 To train for the critical analysis of texts
relating to peace, conflicts and development
cooperation, and for relating these texts to
the human rights proposals, UN resolutions
and the spirit of UNESCO.
4.2 To prepare for the use of web pages
with information related to international
organizations, to European, African and
American Human Rights' Charters, to the
programs of the different agencies working
in the field of development cooperation, to
the main NGOs working for peace and
development, to the strategies of regional
associations like the European Union, the
African Union, the Organization of American
States, and others.
4.3. To exercise the use of bibliographic
databases related to peace, development
cooperation and study of conflicts, as well
as the use of the main international journals
working on the issue, most part of which we
can be consulted in the library of this
University and in the Documentation Center
of the Bancaja International Center for
Peace and Development (CIBPD).
4.4. To train in basic methodologies of
Humanitarian Aid, in combination with those
NGOs which critically consider this kind of
aid as an intermediate stage towards a
longer-term development.
International Organizations and other NGOs
in the areas of humanitarian aid and
development cooperation.
3. Competence outcomes
3.3. To be able to build capacity for the
analysis of main measuring instruments for
the global situation, with special emphasis
on
those
territories
or
populations
characterized by poverty, marginalization
and exclusion.
3.4. To be able to develop skills for the
planning, execution and evaluation of
development and co-development projects
(North-South, South-South and SouthNorth).
3.5. To be able to enable the search for
alternatives through interaction of local and
global economies and postcolonial, postdevelopment, gender perspectives, as well
as through the contributions of Indigenous
Knowledge Systems.
4. Skill outcomes
4.1 To be able to train for the critical
analysis of texts relating to peace, conflicts
and development cooperation, and for
relating these texts to the human rights
proposals, UN resolutions and the spirit of
UNESCO.
4.2 To be able to prepare for the use of web
pages
with
information
related
to
international organizations, to European,
African and American Human Rights'
Charters, to the programs of the different
agencies working in the field of development
cooperation, to the main NGOs working for
peace and development, to the strategies of
regional associations like the European
Union, the African Union, the Organization
of American States, and others.
4.3. To be able to exercise the use of
bibliographic databases related to peace,
development cooperation and study of
conflicts, as well as the use of the main
international journals working on the issue,
most part of which we can be consulted in
the library of this University and in the
Documentation Center of the Bancaja
International Center for Peace and
Development (CIBPD).
4.4. To be able to train in basic
02‐03‐2011 4.8. To train in the analysis of the
functioning of International Organizations,
such as the UN and its agencies, other
NGOs, and NGOs on development issues,
by means of simulation exercises and taking
benefit of the capacities of many students
who work or have worked in such
institutions.
4.10. To prepare for the development and
co-development projects following the
criteria of logical framework, and the
development cooperation policies of the
Generalitat
Valenciana,
the
Spanish
Government, the European Union and other
international institutions and NGOs.
methodologies of Humanitarian Aid, in
combination with those NGOs which
critically consider this kind of aid as an
intermediate stage towards a longer-term
development.
4.8. To be able to train in the analysis of the
functioning of International Organizations,
such as the UN and its agencies, other
NGOs, and NGOs on development issues,
by means of simulation exercises and taking
benefit of the capacities of many students
who work or have worked in such
institutions.
4.10. To be able to prepare for the
development and co-development projects
following the criteria of logical framework,
and the development cooperation policies of
the Generalitat Valenciana, the Spanish
Government, the European Union and other
international institutions and NGOs.
5. CONTENTS
Course descriptors (This section will be automatically completed with information from the
report on the Verifica UJI programme)
Human development index. Millennium Goals. Fight against poverty. Cosmopolitan
localism. International trade, cooperation and fair trade. External debt. Poverty and
capacities.
6. UNITS
(State titles of units, sections and, where appropriate, subsections)
1. Overview: Growth and Social Peace
2. Development, Aid, Trade and the Role of the State: Conventional Conceptions and
Criticisms
3. Field-level Illusions with Implications for Global Policy
4. The "Human Development" conception and the UNDP Human Development Reports
(HDRs)
5. Millennium Development Goals
6. Case studies
7. BIBLIOGRAPHY AND ADDITIONAL RESOURCES
7.1 Basic bibliography
Galtung, “Fifteen Theses on Development Theory and Practice”, in Peace by Peaceful
Means (1998), pp. 127-138.
02‐03‐2011 Sen, “What did you learn in the World Today” (1983, 1991), pp. 530-548.
Chang, Bad Samaritans: The Myth of Free Trade and the Secret History of Capitalism
(2007).
UNRISD, Combating Poverty and Inequality: Structural Change, Social Policy and Politics
(2010).
UNDESA, Retooling Globalization (2010), Ch 1 & 6, pp. 1-13 & 133-50.
Chang, Bad Samaritans: The Myth of Free Trade and the Secret History of Capitalism
(2007).
Easterly, “The Ideology of Development”, Foreign Policy (July/August 2007): 30-35.
Easterly, “The Utopian Nightmare”, Foreign Policy (September/October 2005): 58-64.
Schlesinger, “The Continuation of Poverty: Rebranding foreign aid in Kenya”, Harper’s
Magazine (May 2007):
Rich, “Africa’s Village of Dreams”, Wilson Quarterly (Spring 2007): 1-10.
Mutazu, “World Bank and IMF Use of Privatization and Liberalization Policy Conditionality
and its Effects on Selected Recipient Countries”, Norwegian Church Aid Occasional
Paper, pp. 1-28.
Moyo, “Why Foreign Aid is Hurting Africa”, Wall Street Journal, 21 March 2009: w
Kaufman, “Let Them Eat Cash”, Harper's Magazine 318, 1909 (June 2009): 51-59.
Ellerman “Helping self-help: The fundamental conundrum of development assistance”,
Journal of Socio-economics 36 (2007): 561-577.
Mathews, "Mondragon: Worker co-operation - light in the darkness of the global economic
crisis", Arena, November 2009.
Schlesinger, “The Continuation of Poverty: Rebranding foreign aid in Kenya”, Harper’s
Magazine (May 2007):
Rich, “Africa’s Village of Dreams”, Wilson Quarterly (Spring 2007): 1-10.
Mutazu, “World Bank and IMF Use of Privatization and Liberalization Policy Conditionality
and its Effects on Selected Recipient Countries”, Norwegian Church Aid Occasional
Paper, pp. 1-28.
Moyo, “Why Foreign Aid is Hurting Africa”, Wall Street Journal, 21 March 2009: w
Kaufman, “Let Them Eat Cash”, Harper's Magazine 318, 1909 (June 2009): 51-59.
Ellerman “Helping self-help: The fundamental conundrum of development assistance”,
Journal of Socio-economics 36 (2007): 561-577.
Mathews, "Mondragon: Worker co-operation - light in the darkness of the global economic
crisis", Arena, November 2009.
McMahon and Western, “The Death of Dayton: How to Stop Bosnia from Falling Apart”,
Foreign Affairs 88, 5 (September/October 2009): 69-83.
Nafsinger and Auvinen, “Economic Development, inequality, war and state violence”,
World Development 30, 2 (February 2002): 153-163.
Muller, “US and Them: The Enduring Power of Ethnic Nationalism”, Foreign Affairs 87, 2
(March/ April 2008): 18-35.
Deets, “Public Policy in the Passive-Aggressive State: Health Care Reform in BosniaHercegovina 1995-2001”, Europe-Asia Studies 58, 1 (January 2006): 57-80. [57-66,
74-78]
DEACON, Bob (2007), Global Social Policy and Governance, SAGE Publications Ltd.
HALL, Anthony, MIDGLEY, James (2004), Social Policy for Development, SAGE
Publications Ltd.
MCMICHAEL, Philip (ed) (2010), Contesting Development: Critical Struggles for Social
Change, Routledge.
RODRIK (2006), “Goodbye Washington Consensus, Hello Washington Confusion?...”,
Journal of Economic Literature 49, no. 4, 973-987 and Rodrik blog.
02‐03‐2011 7.2 Complementary bibliography
Scott, James C (1998), Seeing Like a State: How certain Schemes to Improve the Human
Condition Have Failed, New Haven, CT, USA: Yale University Press.
Ellerman (2006), Helping People Help Themselves, Ch. 1, 2 and 3: 1-99.
UNDP, 2005 Human Development Report.
7.3 Websites
Gapminder : www.gapminder.org
Center for Global Development: www.cgdev.org
7.4 Other resources
8. TEACHING METHODOLOGY
(State the methodology to be applied according to the philosophy of the European Higher
Education Area)
The subject methodology follows the teaching approach proposed by the European Higher
Education Area which takes into account the students’ own knowledge and their
autonomous learning. In this regard, classes focus on a combination of lectures and
participatory dynamics.
The structure of each unit includes a daily compulsory reading, followed by oral
presentations by the students which will lead to class debates, group works and other
practical activities. These activities will be complemented by lectures.
9. ACTIVITY PLANNING
Summary (The number of hours required for each activity are indicated in the Verifica UJI
programme and must be fulfilled. Class hours should be 30-40% of the total hours of work expected
for each subject, while non-class hours should take 60-70% of the time)
Activities
Theory sessions
Practical sessions (problems)
Practical sessions (laboratory)
Seminars
Workshops
Small group tutorials
Assessment
Individual work
Virtual Classroom
.................
TOTAL HOURS (no. of credits x 25)
Class hours
23
22
Non-class hours
15
90
150
02‐03‐2011 10. LEARNING ASSESSMENT
10.1 Assessment type (Copy the assessment types shown in
the Verifica UJI programme)
Percentage of final grade
(Copy the percentages shown
in the Verifica UJI programme)
1. Attendance and participation in class
20%
2. Oral presentation
20%
3. Academic paper
60%
10.2 Assessment Criteria:
A) Indicate the minimum grades required in order to pass the course.
B) Indicate the strictly necessary activities in order to pass the course.
A) The minimum grade required to pass the subject is 5.
B) In the first session, the submission of the academic paper is compulsory in order to be
graded for the subject. In the second session, it will be necessary to repeat the academic
paper that, in this case, will account for the 100% of the final grade.
11. OTHER INFORMATION
Total or partial forms of plagiarism in the course paper, will automatically imply to fail the
subject.
02‐03‐2011