Professional Documents
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Course Syllabus
Course Information
POEC 6354 THEORIES AND ISSUES IN DEVELOPMENT
Fall 2009 , Class: AH3 1.302, Thursday 7-9:45
class # 11577
updated 1 Sep 09
The readings from Cernea’s volume are all by social scientists who have worked in actual development projects, and
reflect those projects. They also reflect the same kind of experience-based view of theory as the Marshall plan.
The grouping of papers into topics is mainly issue-oriented but somewhat chronological. For an overview, we begin with
the contrast between an early argument for central planning and recent arguments for neo-liberalism. Then we turn to the
Marshall Plan and go through it very carefully to see what was done and, especially, what kind of theory was involved.
Then we come to development economics in the post-Marshall Plan period and discuss several overlapping topics
including industrialization, unemployment, savings and investment, and the balance between rural and urban priorities.
Then we take up the very large problem of food production, which neither the dirigiste theories nor neo-liberals had much
to say about, and the green revolution. And finally, we discuss the orientation styled as "putting people first" in the
Cernea readings. This is the state of the art at present in actual development work.
The main hold-out for a kind of dirigiste planning is China, represented by the article by Cao.
The course will use a seminar format, with two to four presentations a day. The numbered items in the schedule are the
topics. Each presentation will either be directly on the assigned reading or on a topic that the reading discusses but does
not explain as well as it should. The student will present his/or her criticism formally and then lead the class discussion.
The presentation ought to be accompanied by a short one or two page handout. It should not be a simple outline or
resume of the chapter or article, but a guide to your own argument. Make copies for everyone. The presentation should
include:
1. The main theoretical idea or ideas that underlie the reading. This can be something very simple—and
usually more than a little doubtful.
2. The main arguments for it.
3. A critical assessment of those arguments.
The paper should be at least 15 double spaced pages in length, and critically review a major theoretical idea relevant to
development or major issue in development that you might consider as a dissertation topic. The discussion in the paper
must reflect class discussions, and the bibliography must be presented fully in a standard form. All paraphrased ideas
must be properly attributed to their authors. All quoted materials must be indicated in quotes and full and complete page
references must be provided. Failure to give proper credit will result in a failing grade on the paper and, if done with
apparent intent to defraud, will be treated as plagiarism. If you are not sure of the proper procedures in citation, check
with me or a standard source such as K. Tarrabian's Manual of Style for Theses, Dissertations and Research Papers. If
you don't own a copy, get one.
For accreditation, the Southern Association of Colleges and Schools requires all courses at UTD to state specific
“Student Learning Objectives/Outcomes.” For this course, the objectives are:
Objective 1. To provide an overview of key issues in current development theory.
Objective 2. To provide an overview of key problems in current development practice.
Objective 3. To examine the relationships between the theoretical issues and the practical issues with a view toward
identifying areas for possible research.
This should not be understood as precluding the more general objectives of all graduate courses, namely to read
and master the material, learn the kind of critical thinking that it requires, and to understand how one can
conduct research on these topics.
Required Textbooks and Materials
Dulles, Allen (1994) The Marshall Plan. Berg Publishers. 28.00 new. From 4.95 used.
Cernea, M. M. 1984. Putting People First. Oxford Reprint Paperback. $30 new. From $7.00 used. From Amazon.
At Off Campus Books:: Packet of articles. Contains the readings listed below as being in the packet. All readings in the
packet are also in JSTOR, and you should be able to find them by using the author title information I provide in the
search feature. The packet is about 450 pages, and will cost around $30-$40.00. Since this is higher than what I guessed
in our first class meeting, please let Off Campus Books know if you will be interested in buying it. You can email
rleepertx@aol.com.
Assignments & Academic Calendar
Schedule of Assignments
Date Topic Readings
20 Aug Introduction.
Nigerian un-development—an example (slides and discussion).
27Aug Central 1. Bye, R. T. 1929. Central Planning and Coordination of Production in
Planning Soviet Russia . Packet. 20. p packet
USSR 2. Davis Soviet Russia in the light of history. 1928. 8 p. Packet.
3. Bogdanov. Soviet Planning. 1932. 10 p. Packet.
4. Hozelitz. Socialist Planning. 1943. 14 p. Packet.
Recording
3 Sep Central 1. Einzig. Hitlers New Order in Theory and Practice packet, (new)
Planning vs 2. Ropke. Fascist Economics. 1935. 17 p. Packet.
New Deal 3. Knight. Two economists on socialism. 1938. 11 p. Packet.
4. Gulick. Politics Admin and the New Deal. 1933.13 p. Packet
5. Nourse. Agric Adjustment Concept. 1936. 13 p. Packet
11 Sep Marshall Plan 1. Marshall Plan: Was it an economic “plan?”
2. Marshall Plan: What was the problem with Russia and vice versa?
Marshall Plan 1 Recording
18 Sep 1. Marshall Plan: What were the Industrial Policies?
2. Marshall Plan: What were the Agricultural Policies?
recording
24 Sep 1. Marshall Plan: What were the Political Policies?
2. Marshall Plan: Why was it successful?
recording
recording
1 Oct Foreign Aid 1. The Money Lenders (Video critical of World Bank)
2. World Bank Website. Look at the whole site, but especially go to About
Us>History>Archive>Presidents. Look at the biographies of the
presidents. How much would you expect such people to k now about
development needs in non-western countries?
3. Easterly, W. 1997. The Ghost of Financing Gap: How the Harrod Domar
Growth Model Still Haunts Development Economics. Draft for
comments. 30 p. Easterly paper
8 Oct Specialization 1. Rostow, W. W. 1956. The Take-Off to Self-Sustained Growth. 23. p packet
and Forced 2. Chenery, H. B.1961. Comparative Advantage and Economic Policy. 33 p.
Savings. packet
3. Friedman. Monetarism. 1983. 13 p. Packet.
4. Clarke. Soviet Plannning (last view). 1983. 9 p. Packet.
Recording
15 Oct Other 1. Neale. Indian Community Development, Local Government, Local Planning
assistance and Rural Policy since 1950. Pub in 1985. 23 p. Packet.
issues 2. Hardin. Tragedy of the Commons. 1968. 7 p. Packet.
3. Sen. Agency, Well Being, and Freedom. 1984. 54 p. packet.
4. Look at the UNDP Human Development Index website
5. Kelley. Human Development Index. 1991. 11 p. Packet.
Recording of 16 Oct 2008
22 Oct Surplus labor 1. Frankel , S Herbert. 1952. United Nations Primer on Development . 25 p.
and/or packet
unemployment 2. Ehrlich. Impact of Population Growth. 1971. 7 p. Packet.
3. Copestake, James. Theories of Economic Development 1999.
Copestakeunesco.html
Recording of 23 Oct 2008 first part
Film: The Money Lenders. The World Bank & International Monetary Fund: A Global Report. 85 minutes. VT2545
Grading Policy
The grade will be based 30% on the class presentations, 30% on the midterm, and 40% on a final paper. The midterm
will probably be take-home, essay format, and call for critical evaluation of important theoretical ideas from the readings
and discussion.
to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.
Student Grievance Procedures
Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of
Operating Procedures.
In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the
obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or
committee with whom the grievance originates (hereafter called “the respondent”). Individual faculty members retain primary
responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in
writing to the respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written response
provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the
School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal
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Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are
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As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70%
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