Course POEC 6V81 / PSCI 7381 Spring 2008 Mondays 1-3:45

Research Workshop in Development and Democracy in Latin

America

Professor Dr. Holmes

Office Phone 972-883-6843
Office Location Gr 3.209
Email Address jholmes@utdallas.edu
Office Hours Monday 10-11:30 & by appt.

General Course Information

In this workshop, students will conduct small group data collection on
development issues in Latin America. Students enrolled in the workshop will be
assigned to one of the following teams: 1) economic development, 2) political
development, and 3) human & social development.

The workshop will meet as a whole to discuss assigned readings. In addition to

these meetings of the entire class, students will meet as part of their research
teams. Each team will meet periodically with the instructor and among
themselves.

Grades for the workshop will be based on class participation (20%), one take home
examination for the class (30%), data collection, documentation, and accuracy
(50%).

Learning Objectives: Students will be able to assess data needs, collect data
and analyze data, leading to an appropriate research design model.

Required Texts & Materials

All books are available at the campus bookstore and at Off Campus Books.
· Javier Santiso. 2007. Latin America's Political Economy of the Possible
Beyond Good Revolutionaries and Free-Marketeers

· Peter Smith. 2005. Democracy in Latin America Political Change in

Comparative Perspective
Course Policies
Grading (credit) Criteria: Grades for the
workshop will be based on class participation
(20%), one take home examination for the class
(30%), data collection, documentation, and
accuracy (50%).
Attendance: Class attendance is required. You
are responsible for all announcements and
information given in class. 20% of the grade is
based on participation during class.
Late Work: No late work will be accepted.
Expectations of Students: The take home exam is
based on required readings. The students should
have carefully read the material at least once
before class.
Cell Phones: Due to receiving numerous
complaints from students, this policy is
necessary. If you allow your cell phone or
beeper to audibly ring or beep in class, you
will be penalized. The first time is a warning,
after that you lose points. The penalty starts
at two percentage points and will double every
time thereafter. If you answer the phone, no
warning will be granted and you will be
immediately assessed the penalty.
Classroom Citizenship: I expect students to be
attentive during class and to actively
participate in group activities. You are
expected to listen respectfully to me and to
other students when speaking. Racism, sexism,
homophobia, classism, ageism and other forms of
bigotry are inappropriate to express in this
class. We may discuss issues that require
sensitivity and maturity. Disruptive students
will be asked to leave and may be subject to
disciplinary action.
Student Conduct and Discipline: The University
of Texas System and The University of Texas at
Dallas have rules and regulations for the
orderly and efficient conduct of their business.
It is the responsibility of each student and
each student organization to be knowledgeable
about the rules and regulations which govern
student conduct and activities.

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The University of Texas at Dallas administers
student discipline within the procedures of
recognized and established due process.
Procedures are defined and described in the
Rules and Regulations, Board of Regents, The
University of Texas System, Part 1, Chapter VI,
Section 3, and in Title V, Rules on Student
Services and Activities of the university’s
Handbook of Operating Procedures. Copies of
these rules and regulations are available to
students in the Office of the Dean of Students,
where staff members are available to assist
students in interpreting the rules and
regulations (SU 1.602, 972/883-6391).
A student at the university neither loses the
rights nor escapes the responsibilities of
citizenship. He or she is expected to obey
federal, state, and local laws as well as the
Regents’ Rules, university regulations, and
administrative rules. Students are subject to
discipline for violating the standards of
conduct whether such conduct takes place on or
off campus, or whether civil or criminal
penalties are also imposed for such conduct.
Academic Integrity: The faculty expects from
its students a high level of responsibility and
academic honesty. Because the value of an
academic degree depends upon the absolute
integrity of the work done by the student for
that degree, it is imperative that a student
demonstrate a high standard of individual honor
in his or her scholastic work.
Scholastic dishonesty includes, but is not
limited to, statements, acts or omissions
related to applications for enrollment or the
award of a degree, and/or the submission as
one’s own work or material that is not one’s
own. As a general rule, scholastic dishonesty
involves one of the following acts: cheating,
plagiarism, collusion and/or falsifying academic
records. Students suspected of academic
dishonesty are subject to disciplinary
proceedings.
Plagiarism, especially from the web, from
portions of papers for other classes, and from
any other source is unacceptable and will be
dealt with under the university’s policy on
plagiarism (see general catalog for details).
This course will use the resources of
turnitin.com, which searches the web for
possible plagiarism and is over 90% effective.
Email Use: The University of Texas at Dallas
recognizes the value and efficiency of
communication between faculty/staff and students
through electronic mail. At the same time, email
raises some issues concerning security and the
identity of each individual in an email
exchange. The university encourages all
official student email correspondence be sent
only to a student’s U.T. Dallas email address
and that faculty and staff consider email from
students official only if it originates from a
UTD student account. This allows the university
to maintain a high degree of confidence in the
identity of all individual corresponding and the
security of the transmitted information. UTD
furnishes each student with a free email account
that is to be used in all communication with
university personnel. The Department of
Information Resources at U.T. Dallas provides a
method for students to have their U.T. Dallas
mail forwarded to other accounts.
Withdrawal from Class: The administration of
this institution has set deadlines for
withdrawal of any college-level courses. These
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dates and times are published in that semester's
course catalog. Administration procedures must
be followed. It is the student's responsibility
to handle withdrawal requirements from any
class. In other words, I cannot drop or withdraw
any student. You must do the proper paperwork 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 will
appoint and convene an Academic Appeals Panel.
The decision of the Academic Appeals Panel is
final. The results of the academic appeals
process will be distributed to all involved
parties.
Copies of these rules and regulations are
available to students in the Office of the Dean
of Students, where staff members are available
to assist students in interpreting the rules and
regulations.
Incomplete Grades: As per university policy,
incomplete grades will be granted only for work
unavoidably missed at the semester’s end and
only if 70% of the course work has been
completed. An incomplete grade must be resolved
within eight (8) weeks from the first day of the
subsequent long semester. If the required work
to complete the course and to remove the
incomplete grade is not submitted by the
specified deadline, the incomplete grade is
changed automatically to a grade of F.
Webct: Webct is used in this class. This is
how I will communicate with you and how you will
communicate with your team. You are responsible
for announcements made through webct. Please
select a forwarding address in your mail
preferences if you do not regularly check your
utdallas email.
Disability Services: The goal of Disability
Services is to provide students with
disabilities educational opportunities equal to
those of their non-disabled peers. Disability
Services is located in room 1.610 in the Student
Union. Office hours are Monday and Thursday,
8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday,
8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to
5:30 p.m.
The contact information for the Office of
Disability Services is:
The University of Texas at Dallas, SU 22
 PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)
Essentially, the law requires that colleges and
universities make those reasonable adjustments
necessary to eliminate discrimination on the
basis of disability. For example, it may be
necessary to remove classroom prohibitions
against tape recorders or animals (in the case
of dog guides) for students who are blind.
Occasionally an assignment requirement may be
substituted (for example, a research paper
versus an oral presentation for a student who is
hearing impaired). Classes enrolled students
with mobility impairments may have to be
rescheduled in accessible facilities. The
college or university may need to provide
special services such as registration, note-
taking, or mobility assistance. It is the
student’s responsibility to notify his or her
professors of the need for such an
accommodation. Disability Services provides
students with letters to present to faculty
members to verify that the student has a
disability and needs accommodations.
Individuals requiring special accommodation
should contact the professor after class or
during office hours.
Resources to Help You Succeed: The university
offers assistance to students in many areas.
Please do not feel stigmatized by using these
resources. Good students become better students
by using them.
Learning Resource Center offers a variety of
programs to help you, ranging from individual
tutoring to review classes for the GRE, GMAT,
etc. They are located in MC2.402 and can be
reached at 883-6707.
Religious Holy Days: The University of Texas at
Dallas will excuse a student from class or other
required activities for the travel to and
observance of a religious holy day for a
religion whose places of worship are exempt from
property tax under Section 11.20, Tax Code,
Texas Code Annotated. The student is encouraged
to notify the instructor or activity sponsor as
soon as possible regarding the absence,
preferably in advance of the assignment. The
student, so excused, will be allowed to take the
exam or complete the assignment within a
reasonable time after the absence: a period
equal to the length of the absence, up to a
maximum of one week. A student who notifies the
instructor and completes any missed exam or
assignment may not be penalized for the absence.
A student who fails to complete the exam or
assignment within the prescribed period may
receive a failing grade for that exam or
assignment. If a student or an instructor
disagrees about the nature of the absence [i.e.,
for the purpose of observing a religious holy
day] or if there is similar disagreement about
whether the student has been given a reasonable
time to complete any missed assignments or
examinations, either the student or the
instructor may request a ruling from the chief
executive officer of the institution, or his or
her designee. The chief executive officer or
designee must take into account the legislative
intent of TEC 51.911(b), and the student and
instructor will abide by the decision of the
chief executive officer or designee.
Off-Campus Instruction and Course Activities:
Off-campus, out-of-state, and foreign
instruction and activities are subject to state
law and University policies and procedures
regarding travel and risk-related activities.
Information regarding these rules and
regulations may be found at
http://www.utdallas.edu/BusinessAffairs/Travel_R
isk_Activities.htm. Additional information is
available from the office of the school dean

Course Schedule
January 7 Assignment to research teams
January 14
Area Studies?
· Robert H. Bates, “Area Studies and the Discipline: A Useful
Controversy?” PS: Political Science and Politics 30, 2 (June 1997): 166-
169
· Munck, Gerardo L. and Snyder, Richard “Debating the Direction of
Comparative Politics: An Analysis of Leading Journals” Comparative
Political Studies, vol. 40, no. 1, pp. 5-31, Jan 2007
· Katzenstein, Peter J. “Area and Regional Studies in the United States”
PS: Political Science & Politics, vol. 34, no. 4, pp. 789-791, Dec 2001
· Pye, Lucian W. “Asia Studies and the Discipline” PS: Political Science &
Politics, vol. 34, no. 4, pp. 805-807, Dec 2001
· James Mahoney. Qualitative Methodology and Comparative Politics .
Comparative Political Studies, Volume 40, Number 2 (February 2007), pp.
122-144.
· Andrew Bennett, Colin Elman. Qualitative Methods: The View From the
Subfields . Comparative Political Studies, Volume 40, Number 2 (February
2007), pp. 111-121.

January 21 MLK day – no class

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January 28
Case studies and Methodological Issues
· Jack S. Levy. Qualitative Methods and Cross-Method Dialogue in Political
Science . Comparative Political Studies, Volume 40, Number 2 (February
2007), pp. 196-214
· John Gerring. Is There a (Viable) Crucial-Case Method? Comparative
Political Studies, Volume 40, Number 3 (March 2007), pp. 231-253,
· Jasjeet S. Sekhon. “Quality Meets Quantity: Case Studies, Conditional
Probability and · Counterfactuals.” Perspectives on Politics. June 2004
Vol 2 No 2 pp 281-293.
· Tetlock, P.E. & Lebow, R.N. 2001. Poking counterfactual holes in covering
laws: Cognitive styles and historical reasoning. American Political
Science Review 95: 829—843.
· Robert Adcock and David Collier, “Measurement Validity: A Shared
Standard for Qualitative and Quantitative Research,” American Political
Science Review (September 2001) 95(3): 529-546.
· Michael Coppedge. 1999. “Thickening Thin Concepts and Theories:
Combining Large-N and Small-N in Comparative Politics.” Comparative
Politics 31: 465-476.

February 4
Political Development
· Smith Introduction + Chs 1&2. (pp. 1-72)
· Smith, Ch 4 “Global Contexts, International Forces” pp. 107-136.
· Andreas Schedler, “Measuring Democratic Consolidation.” Studies in
Comparative International Development 36: 1 (Spring): 66-92.
· Smith Ch 10 “Freedoms, Rights and Illiberal Democracy” pp. 263-284
· Gibson, Edward L., 2005. “Boundary Control: Subnational Authoritarianism
in Democratic Countries,” World Politics, 58(October): 101-32.

February 11
Political Institutions
· Smith Chs 3, 5, 6, 7.
· Mainwaring, S. (1993) ‘Presidentialism, Multipartism and Democracy: the
Difficult Combination’ Comparative Political Studies 26, 198-228
· John Carey, “The Reelection Debate in Latin America.” Latin American
Politics and Society 45, No. 1 (2003), pp. 119-133.
Rec : Polity, Freedom House, etc.,

February 18
Elections & Public Opinion
· Smith Ch 11 People’s Verdict pp. 285-312.
· Scott Mainwaring, “The Crisis of Representation in the Andes,” Journal
of Democracy 17, No. 3 (July 2006).
· Evelyne Huber, Dietrich Rueschemeyer, and John D. Stephens, “The
Paradoxes of Contemporary Democracy: Formal, Participatory, and Social
Dimensions,” Comparative Politics (April 1997).
· José Antonio Cheibub, “Minority Governments, Deadlock Situations, and
the Survival of Presidential Democracies,” Comparative Political Studies
35, No. 3 (April 2002).
· Gary W. Cox and Scott Morgenstern, “Latin America’s Reactive Assemblies
and Proactive Presidents.” Comparative Politics 33, No. 2 (January 2001)
171-190.
· Moreno-Jaimes, Carlos, 2007. “Do Competitive Elections Produce Better-
Quality Governments?” Latin America Research Review, 42:2(June): 137-

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 153.
Latin Barometer, LAPOP.

February 25
Political Development: Governance Matters
· Smith Ch 8 “State Capacity and Policy Performance” pp. 213-236.
· Joe Foweraker and Roman Krznaric (2003) “Differentiating the Democratic
Performance of the West” European Journal of Political Research vol. 42
(3): 313- 340
· Joe Foweraker and Roman Krznaric (2002) ‘The Uneven Performance of the
Democracies of the 3rd Wave: Electoral Politics and the Imperfect Rule
of Law in Latin America’ Latin American Politics and Society Vol. 44 (3)
· Whitehead, L. (1992) ‘The Alternatives to Liberal Democracy: a Latin
American Perspective’ in Held, D. (ed) ‘Prospects for Democracy’,
special edition of Political Studies 40
· Hector Schamis, "Reconceptualizing Latin American Authoritarianism in
the 1970s: From Bureaucratic Authoritarianism to Neoconservatism."
Comparative Politics 23: 2 (1991)
· Jakob Svensson, “Eight Questions about Corruption,” Journal of Economic
Perspectives, vol. 19, no. 3 (2005): 19–42

Rec. State Failure, Governance Indicators, Transparency International

March 3
Economics and Politics
· Foweraker, J. and Landman, T. (2004) ‘Economic Development and Democracy
Revisited: Why Dependency Theory is not Yet Dead’ Democratization 11: 1
· Landman, T. (1999) ‘Economic Development and Democracy: The View from
Latin America’ Political Studies 47: 4, 607-626.
· Mainwaring, S. and Perez-Linan, A. (2003) ‘Level of Development and
Democracy: Latin American Exceptionalism, 1945-1996’ Comparative
Political Studies 36: 9, 1031-1067
· Kurtz, Marcus, 2004. “The Dilemmas of Democracy in the Open Economy:
Lessons from Latin America,” World Politics, 56(January): 262-302
· Weyland, Kurt, 2004. “Threats to Latin America’s Market Model?”
Political Science Quarterly, 119:2(Summer): 291-313.
· Phillips, Nicola. 2003. Hemispheric integration and subregionalism in
the Americas International Affairs 79 (2): 327-49.

March 10 (Spring Break)

March 17
Economic Development and Trade
· Santiso

March 24
Economic Development and Trade
· Shaun K. Roache and Ewa Gradzka. “Do Remittances to Latin America Depend
on the U.S. Business Cycle?” IMF working paper.
www.imf.org/external/pubs/ft/wp/2007/wp07273.pdf
· Orozco, Manuel. 2002. “Globalization and migration: The impact of family
remittances in Latin America” Latin American Politics and Society 44
(2): 41-66.
· Hakan Tunç. 2005. “Privatization in Asia and Latin America” Studies in
Comparative International Development Volume 39, Number 4 / December,
pp. 58-86

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 · Kay, Cristobal. 2002. Why East Asia overtook Latin America: agrarian
reform, industrialisation and development Third World Quarterly 23 (6):
1073-1102
· López, Ramón. 2003. The policy roots of socioeconomic stagnation and
environmental implosion: Latin America 1950-2000 World Development 31
(2): 259-280
· Amy Bellone Hite. 2004. “Natural resource growth poles and frontier
urbanization in Latin America” Studies in Comparative International
Development Volume 39, Number 3 / September: 50-75
World Bank, ECLAC, IADB

April 7
Human & Social Development
· Smith Ch 9 Politics of Social Equity (pp. 237-262)
· Christian Welzel, Ronald Inglehart, and Hans-Dieter Klingemann. 2003.
"The Theory of Human Development: A Cross-Cultural Analysis" European
Journal of Political Research 42 (3), 341–379.
· Landman, Todd. “Comparative Politics and Human Rights” Human Rights
Quarterly, vol. 24, no. 4, pp. 890-923, Nov 2002
· Dietrich Rueschemeyer, “Addressing Inequality,” Journal of Democracy,
15, 4, October 2004.
· Various, 2004. “From the Marginality of the 1960s to the “New Poverty”
of Today: A LARR Research Forum,” Latin American Research Review, 39:1
(February): 183-204.
· Roberto Patricio Korzeniewicz and William C. Smith, “Poverty,
Inequality, and Growth in Latin America: Searching for the High Road to
Globalization,” Latin American Research Review, 35 (2000 3): 7-54

UNHD reports, World Bank, ECLAC, IADB

April 14
Women and Political Violence
· Htun, Mala, and Timothy J. Power, 2006. “Gender, Parties, and Support
for Equal Rights in the Brazilian Congress,” Latin American Politics and
Society, 48:4(Winter):83-104.\
· Deere, Carmen Diana; Leon, Magdalena. 2001 “Institutional Reform of
Agriculture under Neoliberalism: The Impact of the Women's and
Indigenous Movements” Latin American Research Review, vol. 36, no. 2,
pp. 31-63, 2001
· Escobar-Lemmon, Maria and Taylor-Robinson, Michelle M. 2005. “Women
Ministers in Latin American Government: When, Where, and Why?” American
Journal of Political Science, vol. 49, no. 4, pp. 829-844, Oct 2005
· Waylen, Georgina “Gender and Transitions: What Do We Know?”
Democratization, vol. 10, no. 1, pp. 157-178, spring 2003
· Kay, Cristobal “Land, Conflict, and Violence in Latin America” Peace
Review, vol. 19, no. 1, pp. 5-14, Jan-Mar 2007
· Thorp, Rosemary, Corinne Caumartin, George Gray-Molina. 2006.
“Inequality, Ethnicity, Political Mobilisation and Political Violence in
Latin America: The Cases of Bolivia, Guatemala and Peru” Bulletin of
Latin American Research, vol. 25, no. 4, pp. 453-480, Oct 2006

April 21
Indigenous Peoples and Inequality
· Carroll, Thomas and Anthony Bebbington 2000. Peasant federations and
rural development policies in the Andes. Policy Sciences, 33: 435-457.

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 · Huber, Evelyne; Nielsen, Francois; Pribble, Jenny; Stephens, John D..
2006. “Politics and Inequality in Latin America and the Caribbean”
American Sociological Review, vol. 71, no. 6, pp. 943-963, Dec 2006
· Deborah Yashar, “Democracy, Indigenous Movements, and the Postliberal
Challenge in Latin America,” World Politics 52, No. 1 (October 1999),
pp. 76-104.
· Madrid, Raul L. “Critical Debates: Indigenous Parties and Democracy in
Latin America” Latin American Politics and Society, vol. 47, no. 4, pp.
161-179, winter 2005
· Fuentes, Ricardo; Montes, Andres. “Mexico and the Millennium Development
Goals at the Subnational Level” Journal of Human Development, vol. 5,
no. 1, pp. 97-120, Mar 2004
· Rice, Roberta and Donna Lee Van Cott. 2006. “ The Emergence and
Performance of Indigenous Peoples’ Parties in South America” Comparative
Political Studies Vol 39, No. 6. pp. 709-732.

April 28 Meet with your group.

May 5 Data due 12:00

Web resources
· Human Security Report, 2006.
· http://www.humansecurityreport.info/content/view/28/63
· Human Security Resources
· http://www.ppl.nl/books/ebooks/UNIDIR_pdf-art1452.pdf
· The best Internet clearinghouse for Latin American data sources is LANIC
(Latin American Network Information Center, University of Texas;
http://lanic.utexas.edu/).
· New Mexico State University's Internet Resources on Latin America is
another rich and valuable site ( http://lib.nmsu.edu/subject/bord/laguia/).
· The ECLAC (the UN's Economic Commission on Latin America and the
Caribbean) site provides very useful economic data for the region
( http://eclac.org/default.asp?idioma=IN).
· The Association of Caribbean States (ACS) also compiles useful
information on development policies and targeted economic sectors
( http://www.acs-aec.org/).

Other works of note:

· Bulmer Thomas, Victor (ed.). 2001. Regional Integration in Latin America
and the Caribbean: The Political Economy of Open Regionalism London: Institute
of Latin American Studies (Focusing on open regionalism, or economic
integration combined with openness to external trade and investment, the
authors examine intra-industry trade, the institutions, and the politics. The
editor sees open regionalism as a worthwhile pursuit but offers a sober
assessment owing to external shocks and to weak institutions and follow-
through.)
· Chant, Sylvia and Nikki Craske. 2003. Gender In Latin America New
Brunswick: Rutgers University Press (An overview of the state of women and men
in Latin America today in terms of health, sexuality, population, and
employment)
· Deere, Carmen Diana and Magdalena Leon. 2001. Empowering Women: Land And
Property Rights In Latin America Pittsburgh: University of Pittsburgh Press
(An insightful gender-critical analysis of the cultural and institutional
constraints operating in 12 countries that kept women, until recently, from
owning property, and the broader dimensions of inequality associated with
these restrictions)
· Desai, Vandana and R. Potter (eds.). 2002. The Arnold Companion to
Development Studies. London: Edward Arnold Publishers, and New York: Oxford
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University Press. (Short, focused chapters present and critique a host of
development concepts and problems)
· Gilbert, Alan. 1998. The Latin American City (2nd ed.) London: Latin
American Bureau (Overview of urban trends, conditions, and policies from one
of the clearest writers on themes related to urbanization in Latin America)
· Hofman, Andre A. 2000. The Economic Development Of Latin America In The
Twentieth Century Northhampton, MA: Edward Elgar (A comparative study of
economic data trends for Latin America's six largest economies and populations
by an ECLAC researcher)
· Jemio, Luis Carlos. 2001. Debt, Crisis and Reform in Bolivia: Biting the
Bullet. New York: Palgrave (Economistic modeling and analysis of structural
adjustment impacts on Bolivia's major economic sectors, including mining,
manufacturing, construction, services, and coca)
· Kuczynski, Pedro-Pablo and John Williamson. 2003. After the Washington
Consensus:Restarting Growth and Reform in Latin America, Washington, Institute
for International Economics (The most recent assessment of the neoliberal
policy impacts by the creators of the Washington Consensus)
· Potter, R., T. Binns, J. Elliott, and D. Smith. 2004. Geographies of
Development (2nd ed.) Essex, UK: Prentice Hall Pearson (wide-ranging overview
of development theories, concepts, and policies, with many regional case
studies of the trials and tribulations of development in practice)
· Potter, Robert, David Barker, Dennis Conway and Thomas Klak. 2004. The
Contemporary Caribbean. Essex, UK: Prentice Hall Pearson (broad geographical
treatment of current development concerns, including agriculture, housing,
international services, tourism, the environment, race, gender, and politics)
· Stallings, Barbara and Wilson Peres. 2000. Growth, employment, and
equity: the impact of the economic reforms in Latin America and the Caribbean.
Washington, D.C.: Brookings Institution Press (Seminal cross-national
examination of the impacts of neoliberal policies on economic conditions and
work opportunities)
· Leslie Bethell, ed. Latin America: Politics and Society Since 1930
(Cambridge: Cambridge University Press, 1998).
· Shahid Javed Burki and Guillermo Perry, Eds., Development in Latin
America and the Caribbean (Washington, D.C.: World Bank, 1998).
· Tulchin, Joseph S., and Allison M. Garland, eds. Social Development in
Latin America: The Politics of Reform. Boulder: Lynne Reinner, 2000.
· IDB (2000) Development Beyond Economics, Economic Social Progress in
Latin America 2000 Report
· Franco, Rolando in Sojo, Carlos (2003) Social Development in Latin
America: Issues for Public Policy, The World Bank, Washington, DC.
· Gutierrez-Espeleta, Edgar E. in Sojo, Carlos (2003) Social Development
in Latin America: Issues for Public Policy, The World Bank, Washington, DC.
· IDB, David Rockefeller Center for Latina American Studies, Harvard
University (2005) The Politics of Polices, Economic and Social Progress in
Latin America 2006 Report
· Gacitua, Estanislao, Carlos Sojo, and Shelton Davis (Eds.) (2001) Social
Exclusion and Poverty Reduction in Latin America and the Caribbean, World
Bank, Washington, DC.
· Mokate, Karen (ed.) (2004) Women’s Participation in Social Development:
Experience from Asia, Latin America and the Caribbean, Inter-American
Development, Washington, DC.
· Hall, Gillete and Harry Ptrinos (2005) (eds.) Indigenous Peoples,
Poverty and Human Development in Latin America, Palgrave Macmillan, London
· Interamerican Development Bank
· http://www.iadb.org/research/index.cfm?language=english
· World Bank

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 · ECLAC/CEPAL
· http://www.eclac.org/default.asp?idioma=IN
· Political Database of the Americas Policy Program
http://pdba.georgetown.edu/