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SOCI 423 THEORIES OF SOCIAL

DEVELOPMENT

STUDY GUIDE

SOCI 423 THEORIES OF SOCIAL

DEVELOPMENT

STUDY GUIDE For Undergraduates Level 400

2014/15–2016/17 Academic Year

Dr. James S. Dzisah, Department of Sociology

Acknowledgements Many thanks to all my colleagues, especially Prof. Steve Tonah, Dr. Kofi Ohene-Konadu, Dr. Dan-Bright Dzorgbo and Prof. Akosua Darkwah, whose ideas about how the theories should be presented and organised in a sociologically relevant manner shaped this final product. To all others who helped in the development and editing of this study guide and the development of the course slides and presentation of the course module on the University of Ghana Sakai Learning Management System, your immense contributions are deeply acknowledged.

SOCI 423 THEORIES OF SOCIAL DEVELOPMENT - STUDY GUIDE 2014 Page 2 of 23

STUDY GUIDE SOCI 423: THEORIES OF SOCIAL DEVELOPMENT

CONTENTS

COURSE DESCRIPTION .............................................................................................................. 5

1. COURSE WEBSITE ............................................................................................................ 5

2. INSTRUCTORS ................................................................................................................. 5

3. Support Contact Information ........................................................................................... 5

5. PROBLEM-BASED LEARNING APPROACH ...................................................................... 7

7. LEARNING OUTCOMES ................................................................................................... 7

7.1 KNOWLEDGE ......................................................................................................................... 7

7.2 SKILLS ....................................................................................................................................... 7

7.3 COMPETENCE ......................................................................................................................... 8

8. ASSESSMENT ................................................................................................................... 9

8.1 Individual Assignments .......................................................................................................... 9

8.2 Group Term Paper – Application of Development Theories ......................................... 9

9. RECOMMENDED TEXT .................................................................................................... 9

DETAILED CLASS SCHEDULE .................................................................................................... 11

10. SCHEDULE OF SESSIONS ............................................................................................... 11

11. SESSION 0 – INTRODUCTION TO THEORIES OF SOCIAL DEVELOPMENT .................... 11

11.1 Overview ........................................................................................................................... 11

11.2 Goals and Objectives ..................................................................................................... 11

11.3 Activities and Assignments .............................................................................................. 11

12. SESSION 1 – INTRODUCTION TO THE SOCIOLOGY OF DEVELOPMENT ...................... 12

12.1 Overview ........................................................................................................................... 12



13. SESSION 2 – THE HISTORICAL CONTEXT AND THEORETICAL HERITAGE OF

MODERNIZATION THEORY ................................................................................................. 12

13.1 Overview ........................................................................................................................... 12





14. SESSION 3 – MODERNIZATION THEORY: M.J. LEVY; N. SMELSER AND D.

McCLELLAND ........................................................................................................................ 13

14.1 Overview ........................................................................................................................... 13



15. SESSION 4 – MODERNIZATION THEORY: W.W. ROSTOW AND S.M.

LIPSET………………….…………………………………………………………………..14

15.1 Overview ........................................................................................................................... 14



16. SESSION 5 – MODERNIZATION THEORY: THEORETICAL ASSUMPTIONS AND

CRITICISMS ........................................................................................................................... 14

16.1 Overview ........................................................................................................................... 14



17. SESSION 6 – THE HISTORICAL CONTEXT AND THEORETICAL HERITAGE OF

DEPENDENCY THEORY ........................................................................................................ 15

17.1 Overview ........................................................................................................................... 15



18. SESSION 7 – DEPENDENCY THEORY: ANDRE G. FRANK; SAMIR AMIN; AND

FERNANDO H. CARDOSOOF DEPENDENCY THEORY ......................................................... 16

18.1 Overview ........................................................................................................................... 16



19. SESSION 8 – PAUL BARAN’S CLASSICAL STUDY AND GENERAL CRITICISMS OF

DEPENDENCY THEORY……………………………………………………………………16

19.1 Overview ........................................................................................................................... 16





20. SESSION 9 – THE WORLD SYSTEMS THEORY ................................................................ 17

20.1 Overview ........................................................................................................................... 17



21. SESSION 10 – NEOLIBERALISM ..................................................................................... 18

21.1 Overview .......................................................................... Error! Bookmark not defined. 21.2 Goals and Objectives ..................................................................................................... 18


22. SESSION 11 – FEMINISM AND DEVELOPMENT ............................................................ 19

22.1 Overview ........................................................................................................................... 19



23. SESSION 12 – THE HUMAN DEVELOPMENT APPROACH ............................................. 19

23.1 Overview ........................................................................................................................... 19



24. SESSION 13 – THE HUMAN CAPABILITIES APPROACH ................................................ 20

24.1 Overview ........................................................................................................................... 20



APPENDIX A ............................................................................................................................ 22



COURSE DESCRIPTION

1. COURSE WEBSITE

http://sakai.ug.edu.gh/XXXXXXXXXXX

2. INSTRUCTOR

Dr. James S. Dzisah Dept. of Sociology School of Social Sciences P. O. Box LG 65 Legon, Accra Email: [email protected]

3. Support Contact Information

School of Continuing and Distance Education University of Ghana P. O. Box LG 31 Legon, Accra Phone: 233-303-938-855 Email: [email protected]



4. OVERVIEW

Our world is increasingly interconnected economically, politically, and culturally, yet it remains characterized by tremendous diversity in the standards of living observed between, among, and within countries. Why some countries are poorer than others, and what can be done to raise the standard of living for everyone? At the close of World War II, scholars and policy makers alike became intently focused on answering these questions. From the beginning, development evolved along two paths. On the first path, scholars aimed to generate theoretical understanding of social change, especially at the national level. Development became a new and central subfield across most social science disciplines. On the second path, politicians and citizens began new initiatives to promote positive social change through action. Development thus evolved with a distinctly dual character; it is both something that academics study and something that practitioners do. As we move through this course, you will realize that development is a controversial concept. It means different things to different people. To some, development is believed to be such a nice thing that creates wealth, modernization and progress; and yet to others, development is associated with a sense of loss and impoverishment. This course examines some of the major theories, paradigms, perspectives, concepts and policies that, over the past years, have attempted to explain, predict or otherwise effect change. We should note at the outset that development is not static, and that it has long been impelled by both practical and theoretical concerns. It has also been and continues to be shaped by geopolitical interests and social scientific trends that are not immediately tied to development. Bearing this in mind, we shall seek to answer the following key questions this semester: What is development? How have our ideas about development, its causes, and its objectives changed over time? Why, after years of development, many people are still suffering from poverty, economic decline, ill health, political insecurity, repression, and powerlessness? Where should we focus our development efforts in the future? This course is designed with the following objectives in mind:

1. To enable you place the sociology of development within the overall study of

sociology and other subjects you are studying

2. To introduce you to a variety of theoretical models that can be critically examined in

relation to different cases of development

3. To recognize and discuss the strengths and weaknesses of dominant approaches to

development

4. To provide you with the tools necessary to make a sociological analysis of the main

issues of the sociology of the development to which you are likely to be exposed

through the mass media, personal connections and travel.

We will study the three dominant schools in the field of development studies: modernization,

dependency, world systems, neoliberalism, human development, feminist contributions to

development, and postcolonialism.



5. PROBLEM-BASED LEARNING APPROACH

Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of problem solving. The goals of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation. This course will use a problem-based learning approach. Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem. The role of the instructor/lecturer/tutor is to facilitate learning by supporting, guiding, and monitoring the learning process. The tutor will help build students' confidence to take on the problem, and encourage the students, while also stretching their understanding.

6. COURSE FORMAT

The course content will be delivered online through the SAKAI Learning Management System (Sakai LMS). The Sakai LMS will be used to deliver

• Video Lecture Sessions • Session Slides • Session Reading Materials • Assessments – Tests, Quizzes and Assignments (including a Problem-based Term

Paper) • Group activities – Discussions and Presentations

Announcements will be posted to the course website and/email accordingly. It is the responsibility of students to check on announcements made in class, on the Course Website, and through email.

7. LEARNING OUTCOMES

The learning outcomes for the course are outlined along three strands: knowledge, skills and outcomes.

7.1 KNOWLEDGE

Students must have knowledge on 1. How development institutions interact in their effects on individuals and societies. 2. The impacts of factors such as trade, education, population or urbanization on social

structures and individuals; and how culture and social structure vary across time and place.

3. Understand that local happenings are shaped by events occurring miles away and that their life and the lives of others are to an increasing degree being affected by events and processes everywhere, that they are experiencing an emerging global form of social life;

4. How development is conceptualized, how development vary over time 5. How politics, economy, law, labour, culture, communications, and social movements

have shaped the development landscape 6. How interdependent and unequal the world is and how they can shape and bring

about social change

7.2 SKILLS

Students must be able to:



1. Integrate debates about development and underdevelopment through critical assessment of institutional factors that affect how nations in various parts of the world rise or fall

2. Appreciate how interconnected the world is and how national development issues are profoundly shaped by powerful international organizations (like the World Bank, the IMF, and the WTO), transnational corporations, and technological change and non-governmental organizations (NGOs)

3. To understand the different meanings of development, the impact of development policies on the quality of life, and the interplay between the strategies of global, national, and local actors

4. To identify some of the winners and losers in the global development process and their options for the future.

7.3 COMPETENCE

Students should be able to:

1. Think critically by using and analyzing information gathered from multiple sources and forming conclusions based on evidence rather than assumptions

2. Communicate and explain their ideas in relation to what they have learnt in clear oral or written form

3. Collaborate either as part of a group of students in this course and/or a group of friends outside of the classroom together in group activities and projects

4. Organize their themselves through time management, take notes clearly, and study comprehensively for assignments, tests and examinations

5. Self‐assess themselves and examine how relevant sociological theories of development apply to real life situations



8. ASSESSMENT

The assessment for this course has been designed to help all students to maximize their individual and group/team learning opportunities. A summary of the assessment tasks is provided below.

ITEM FORM OF ASSESSMENT DELIVERED MARKS

Individual Assignments

Multiple Choice Questions (MCQs) Short Essays Term Paper/Presentation

Alongside Sessions

15%

Group Assignments

Term Project/Paper/ Presentation

Beginning of Semester

15%

Written Examination

Semester Examination End of semester

70%

Total 100%

8.1 Individual Assignments

Individual assignments will be provided at end of sessions. These assignments may be in the form of Multiple Choice Questions (MCQs), Short Essays and/or a Term paper or presentation. Deadlines will be provided for each assignment with respect to scheduling of the sessions.

8.2 Group Term Paper – Application of Sociological Theories of Development

Identify and Select a development issue in your community and describe briefly how Sociological theories of development helps you understand it. Submission Guidelines: The term paper should be presented with a cover page which should state out the question and also outline the name, index number and email address of students in the group. The paper should be single-spaced, font-size 12, Times New Roman. Submit online through Sakai LMS by the end of the 12th Week. Each assignment, therefore, should be carefully edited for grammar, typos, and/or spelling mistakes. Appropriate citations should be provided using the American Psychological Association (APA) format. The following website offers information about writing and formatting papers in the APA style including general format, reference of the works of others in your texts, reference list, examples, notes, and additional resources:

http://owl.english.purdue.edu/workshops/hypertext/apa/index.html

9. REQUIRED TEXT

So, A. Y. 1990. Social Change and Development. London: Sage Publishing.

10. RECOMMENDED TEXT

Crush, Jonathan (ed). 2005. Power of Development. London and New York: Routledge.

Evans, P. 1995. Embedded Autonomy: States and Industrial Transformation. Princeton, NJ:

Princeton University Press.



Harrison, D. 1988. The Sociology of Modernisation and Development. London: Macmillan.

Peet, Richard, and Elaine Hartwick. 2009. Theories of Development: Contentions, Arguments, Alternatives. New York: Guilford Press. Preston, P.W. 1996. Development Theory: An Introduction. Oxford: Blackwell, chapter 4 and 12. Roberts, J. Timmons, and Bellone Hite, A. (eds.) (2007). The Globalization and Development Reader: Perspectives on Development and Global Change. Oxford: Blackwell Publishing. Rodney, W. 1972. How Europe Underdeveloped Africa. London: Bogle-L'Ouverture Publications; Dar es Salaam: Tanzania Publishing House. Rostow, W. W. 1960. The Stages of Growth: A Non-Communist Manifesto. Cambridge: Cambridge University Press. Sach, Wolfgang (2010). The Development Dictionary: A guide to knowledge as power. New York: Zed Books. Sen, A. 1999. Development as Freedom. New York: Anchor Books. Sklair, L. (ed.) 1994. Capitalism and Development. London: Routledge. Wallerstein, I. 1979. The Capitalist World-Economy, New York: Cambridge University Press.

Webster, A. 1990. Introduction to the Sociology of Development. London: Macmillan Press Ltd.



DETAILED CLASS SCHEDULE The course is organized into 13 SESSIONS along the following lines: (1) Overview; (2) Goals and Objectives; and (3) Activities and Assignments.

11. SCHEDULE OF SESSIONS

Week Session

1 Session 1

2 Sessions 2

3 Sessions 3

4 Session 4

5 Session 5

6 Session 6

7 Session 7

8 Session 8

9 Session 9

10 Session 10

11 Session 11

12 Session 12

13 Session 13

12. SESSION 0 – INTRODUCTION TO THEORIES OF SOCIAL DEVELOPMENT

12.1 Overview

Introductions and orientation to the use of the Sakai Learning Management System (LMS) and the available tools for the course.

12.2 Goals and Objectives

At the end of the session, the student will 1. Understand the subject matter of this course – Theories of Social Development and how

the course is organized 2. Become familiar with the tools in the Sakai LMS to be used in the course. 3. Do self-introductions and discuss the expectations for the course in the Chat Room

12.3 Activities and Assignments

This week, complete the following tasks: 1. Log onto the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX 2. Watch the Video for Session 1 - Course Introduction 3. Visit the Chat Room and introduce yourself while discussing expectations for the course 4. Explore the online tools available in Sakai.

http://sakai.ug.edu.gh/XXXXXXXXX



13. SESSION 1 – INTRODUCTION TO THE SOCIOLOGY OF DEVELOPMENT: DEFINITION OF DEVELOPMENT, AND WHAT IS THE SOCIOLOGY OF DEVELOPMENT

13.1 Overview

This session introduces students to the field of development studies, the meaning of development, and what is the sociology of Development


At the end of the session, the student will 1. Understand what sociology of development is about 2. Explain the field of development studies


This week, complete the following tasks: 1. Log onto the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX

2. Read– Agyeman, Dominic K. 2010. Sociology in aid of national development: an agenda for sociology of engagement. Legon Journal of Sociology 4(1):75-86. Cohen, Michael and Robert Shenton. 1995. “The Invention of Development.” Pp. 27-43 in Jonathan Crush (ed), Power of Development. London and New York: Routledge. Esteva, Gustavo. 1991. “Development.” Pp. 1-23 in Wolfgang Sachs (ed), The Development Dictionary. London: Zed Books. Ferguson, James. 1994. “Epilogue.” Pp. 279-288 in The Anti-Politics Machine: Development, Depoliticization, and Bureaucratic Power in Lesotho. Minneapolis, MN: University of Minnesota Press. Rist, Gilbert. 2002. “Definitions of Development.” Pp. 8-24 in The History of Development: From Western Origins to Global Faith. London and New York: Zed Books. Seers, Dudley. 1972. “What are we trying to Measure?” Journal of Development Studies 8(3):21-36. Studies 10(1):19-34.

3. Watch the Videos for Session 1–Sociology of Development 4. Review Lecture Slides: Session 1 –Sociology of Development 5. Visit the Chat Room and discuss the Forum question for Session 1 6. Complete the Individual Assignment for Session 1: What role do you think sociologists

can play in national development?

14. SESSION 2 – THE HISTORICAL CONTEXT AND THEORETICAL HERITAGE OF MODERNIZATION THEORY

14.1 Overview

In the late 1950s, the field of development was dominated by the modernization school. The modernization school was a historical product of three crucial events in the post-World War II



era. This section introduces students to the historical context in which modernization theory thrives and the theoretical heritage underpinning the modernization school.


At the end of the session, the student will 1. Identify the historical context crucial to the development of the modernization school. 2. Explain at least one critical theoretical heritage underpinning the modernization theory


This week, complete the following tasks: 1. Log onto the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX 2. Read Chapter 2 of Recommended Text on the Sociology of Development– So, A. Y.

1990. Social Change and Development. London: Sage Publishing. 3. Watch the Videos for Session 2–The historical context and the theoretical heritage 4. Review Lecture Slides: Session 2 – The historical context and the theoretical heritage 5. Visit the Chat Room and discuss the Forum question for Session 2 6. Complete the Individual Assignment for Session 2: Examine the contributing historical

and intellectual forces that gave credence to the modernization school.

15. SESSION 3 – MODERNIZATION THEORY: M.J. LEVY; N. SMELSER AND D. McCLELLAND

15.1 Overview

Modernization theories were less holistic, and tended to emphasize the importance of the transmission of modern attitudes and values for the success of development. Daniel Lerner was one example of a modernization theorist who argued that it was modern techniques of communicating ideas, which made the difference in making the transition from a traditional to a modern society, in key institutions such as education and the mass media. Tradition and modernity were seen as completely different and even antagonistic forms of social organization. In crude terms then tradition was ‘bad’ and modernity was ‘good’. This section introduces students to two main approaches: the sociological and psychological perspectives.


At the end of the session, the student will 1. Understand and explain the core Sociological approach to modernization theory, 2. Identify the core contribution of Psychology to modernization theory


This week, complete the following tasks: 1. Log onto the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX 2. Watch the Videos for Session 3 – The Sociological Approach (Levy: Relatively

Modernized Societies and Smelser: Structural differentiation Approach), and The Psychological Approach (McClelland: Achievement Motivation).

3. Review Lecture Slides: Session 3 – The Sociological Approach (Levy: Relatively Modernized Societies and Smelser: Structural differentiation Approach), and The Psychological Approach (McClelland: Achievement Motivation).

4. Read Chapter 2 of Recommended Text – So, A. Y. 1990. Social Change and Development. London: Sage Publishing.



5. Visit the Chat Room and discuss the Forum question for Session 3 6. Complete the Individual Assignment for Session 3 –

a. What are the main contributions of Marion J. Levy to the sociological approach to modernization theory?

b. What are the main contributions of Neil Smelser to the sociological approach to modernization theory?

c. What are the main contributions of David McClelland to the psychological approach to modernization theory?

16. SESSION 4 – MODERNIZATION THEORY: W.W. ROSTOW AND S.M. LIPSET

16.1 Overview

In this session, the core contributions of economics and political science to modernization theory are explored.


At the end of the session, the student will be able to:

Explain the core tenets of W. W. Rostow’s economic approach to modernization theory,

Explain the basic arguments of political modernization theory by S.M. Lipset


This week, complete the following tasks: 1. Log onto the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX 2. Watch the Videos for Session 4- Modernization theory: Walt Whitman Rostow and

Seymour Martin Lipset 3. Review Lecture Slides: Session 3 – Modernization theory: Walt Whitman Rostow and

Seymour Martin Lipset 4. Read Chapters 2 and 3 of Recommended Text – So, A. Y. 1990. Social Change and

Development. London: Sage Publishing. 5. Visit the Chat Room and discuss the Forum question for Session 4 6. Complete the Individual Assignment for Session 4:

What is the main difference between neo-evolutionary, functionalist and modernization theories of development?

Give an example of the way Rostow integrated neo-evolutionary and modernization thinking.

17. SESSION 5 – MODERNIZATION THEORY: THEORETICAL ASSUMPTIONS AND CRITICISMS

17.1 Overview 17.2 In this session, we focus attention on the Theoretical, methodological assumptions of

modernization theory as well as the general criticisms leveled against the theory.


At the end of the session, the student will be able to:

Explain the Theoretical and the methodological assumptions underpinning modernization theory

Identify the various criticisms leveled against modernization theory.




This week, complete the following tasks: 1. Log onto the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX 2. Watch the Videos for Session 5 – Modernization theory: theoretical assumptions and

criticisms 3. Review Lecture Slides: Session 5- Modernization theory: theoretical assumptions and

criticisms 4. Read Chapters 2 and 3 of Recommended Text– So, A. Y. 1990. Social Change and


Critics argue that institutions like the World Bank are implicitly, if not explicitly, guided by the tenets of modernization and neo-evolutionary theories. Find a copy of one of the World Bank’s recent World Development Reports, or access the Bank’s website on www. worldbank.org/ and see what evidence you can find, if any, of ideas or assumptions characteristic of neo-evolutionary, modernization, or neo-modernization theory.

To what extent are all theories of development about modernization?

Critically assess the extent to which modernization theories explain the status of the ‘Third World’.

18. SESSION 6 – THE HISTORICAL CONTEXT AND THEORETICAL HERITAGE OF DEPENDENCY THEORY

18.1 Overview

In the late 1960s the modernization school was challenged by the radical dependency school. The dependency school can be said to view development from a Third World perspective. A key part of underdevelopment theory is dependency theory. It arose in Latin America in the 1960s with the failure of economic development plans favoured by Western institutions such as the World Bank, International Monetary Fund, and transnational corporations. According to Bloomstrom and Hettne (1984), the dependency school represents ‘the voices from the periphery’ that challenge the intellectual hegemony of the American modernization school. This section introduces students to the historical context in which dependency theory thrives, the intellectual heritage underpinning the dependency school, definitions of dependency, and the central propositions of dependency theory.


At the end of the session, the student will be able to

Explain the historical context of the Dependency School

Understand the intellectual heritage basis of Dependency Theory

Define dependency theory

Explain the basic propositions of Dependency Theory


This week, complete the following tasks: 1. Log onto the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX 2. Watch the Videos for Session 6 – The historical context and theoretical heritage of

dependency theory



3. Review Lecture Slides: Session 6 – The historical context and theoretical heritage of dependency theory

4. Read Chapters 5 and 6 of Recommended Text: So, A. Y. 1990. Social Change and Development. London: Sage Publishing.

5. Visit the Chat Room and discuss the Forum question for Session 6 6. Complete the Individual Assignment for Session 6:

Does capitalism create underdevelopment?

What intellectual events and historical antecedents that gave rise to dependency theorizing?

What are the central propositions of dependency theory?

19. SESSION 7 – DEPENDENCY THEORY: ANDRE G. FRANK; SAMIR AMIN; AND FERNANDO H. CARDOSO

19.1 Overview

The tradition of neo-Marxism has provided many key concepts for the dependency school’s criticisms of both ECLA programme and the modernization school in the mid-1960s. This section introduces students to the main dependency approaches put forward by Frank (the development of underdevelopment); Amin (transition to peripheral capitalism); and Cardoso (associated-dependent development in Brazil).


At the end of the session, the student will be able to 1. Explain the core dependency ideas of Andre Gunder Frank 2. Describe the main dependency ideas of Samir Amin 3. Explain the core contribution by Fernando H. Cardoso to dependency theory.


This week, complete the following tasks: 1. Log onto the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX 2. Watch the Videos for Session 7 – Dependency Theory: Andre G. Frank; Samir Amin;

and Fernando H. Cardoso 3. Review Lecture Slides: Session 7 – Dependency Theory: Andre G. Frank; Samir Amin;

and Fernando H. Cardoso 4. Read Chapter 5 and 6 of Recommended Text – So, A. Y. 1990. Social Change and



Compare and contrast the approaches of Frank, Amin and Cardoso

20. SESSION 8 – PAUL BARAN’S CLASSICAL STUDY AND GENERAL CRITICISMS OF DEPENDENCY THEORY

20.1 Overview

In this section classical studies that have set the direction that dependency research has taken to ground the dependency school on solid empirical ground. A classic study reviewed in this



section is: Baran’s Colonialism in India. Also, the session explores the general criticisms of dependency theory from various perspectives within sociology.


At the end of the session, the student will be able to 1. Explain the impact of colonialism and how it shaped dependency theory 2. Identify the various criticisms leveled against dependency theory.


This week, complete the following tasks: 1. Log onto the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX 2. Watch the Videos for Session 8 – Paul Baran’s Classical Study and General Criticisms

of Dependency Theory 3. Review Lecture Slides: Session 8 – Paul Baran’s Classical Study and General Criticisms

of Dependency Theory 4. Read Chapter 6 Recommended Text – So, A. Y. 1990. Social Change and

Development. London: Sage Publishing 5. Visit the Chat Room and discuss the Forum question for Session 8 6. Complete the Individual Assignment for Session 8:


Explain the extent to which according to Baran, the British exploited India

What are the criticisms leveled against the dependency school?

21. SESSION 9 – THE WORLD SYSTEMS THEORY: APPROACH AND CRITICISMS

21.1 Overview

World-System theory tried to explain the failure of many countries to develop by making the claim that underdeveloped/peripheral countries are not just like Europe, but at an earlier stage of development based on their encounter with colonialism and the fact that they must compete with highly developed countries. In the view of world system theorists, Europe was undeveloped and became developed but other countries were undeveloped, and now trapped in a state of “underdevelopment”. This section the role of the state and the different positions of nation-states within the world system and the general criticisms leveled against the world systems perspective.


At the end of the session, the student will able to 1. Identify key historical antecedents and theoretical context 2. Understand and explain the core ideas of Immanuel Wallenstein’s world systems

perspective. 3. Explain the main criticisms leveled against the world systems perspective.


This week, complete the following tasks: 1. Log onto the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX 2. Watch the Videos for Session 9 – The Approaches and Criticisms of the world systems

theory



3. Review Lecture Slides: Session –9 The Approaches and Criticisms of the world systems theory

4. Read Chapters 8 and 9 of Recommended Text – So, A. Y. 1990. Social Change and Development. London: Sage Publishing. Peet, Richard, and Elaine Hartwick. 2009. Theories of Development: Contentions, Arguments, Alternatives. New York: Guilford Press.

5. Visit the Chat Room and discuss the Forum question for Session 9 6. Complete the Individual Assignment for Session 9

a. Discuss the assertion that what the Third World needs is more capitalism, not less. b. How would you go about completing a mode of production analysis on any one

country?

22. SESSION 10 – NEOLIBERALISM

Neoliberalism is an ideology based on the primacy of individualism, market liberalism, entrepreneurship and state contraction. A central assumption of neoliberalism is that open, competitive, unregulated markets represent the optimal mechanism for economic development. Prominent from the late 1970s to the early 1990s, neoliberal ideas represented a major assault on the national developmentalism.


At the end of the session, the student will able to 1. Distinguish the three types of Liberalism (Orthodox; Interventionist and Institutional) 2. Provide the core principles underlying Liberalism and Keynesianism 3. Define Neoliberalism and the logic of Neoliberalism 4. Identify the various elements of Neoliberalism 5. Explain some of the basic criticisms leveled against Neoliberalism


This week, complete the following tasks: 1. Log onto the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX 2. Watch the Videos for Session 10 – Neoliberalism 3. Review Lecture Slides: Session 10 – Neoliberalism 4. Read Chapter 6 of Recommended Text –

a. Harvey, David.2007. “Neoliberalism as Creative Destruction”. The Annals of the American Academy of Political and Social Science vol. 610:22-44.

b. Harvey, David. 2005. A Brief History of Neoliberalism. Oxford: Oxford University Press. (Read pages 1-86.)

c. Peet, Richard. 2003. “Globalism and Neoliberalism.” Pp. 1-23 in Unholy Trinity: The IMF, World Bank and WTO. London and New York: Zed Books.

d. Clarke, Simon. 2005. “The Neoliberal Theory of Society.” Pp. 50-59 in A. Saad-Filho and D. Johnston (eds), Neoliberalism: A Critical Reader. London: Pluto Press.

6. Visit the Chat Room and discuss the Forum question for Session 10 7. Complete the Individual Assignment for Session 10: Examine the policies of Structural

Adjustment, Poverty Reduction Strategy Papers I and II, HIPC initiative, MGDs and SDGs and point out the influence of neoliberalism on those policies.



23. SESSION 11 – FEMINISM AND DEVELOPMENT

23.1 Overview

As a result of more than four decades of feminist scholarship, it is now well recognized that women experience development and social change differently from men. The literature has shown, for example, that when it comes to poverty alleviation, women have fared less well from various development strategies than their male counterparts. Women remain disadvantaged in terms of their access to paid employment, property, credit, inheritance, political power, education, and health care.


At the end of the session, the student will be able to 1. Identify the three waves of feminism 2. Explain the various trajectories of gender and development: WID; WAD, GAD, WED

and PAD


This week, complete the following tasks: 1. Log onto the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX 2. Watch the Videos for Session 11 – Feminism and Development Theory 3. Review Lecture Slides: Session 11 – Feminism and Development Theory 4. Read Chapter 8 Recommended Text –

Rathgeber, Eva M. 1990. “WID, WAD, GAD: Trends in Research and Practice”. The Journal of Developing Areas 24 (4), pp. 489-502. Peet, Richard and Elaine Hartwick. 2009. Theories of Development Contentions, Arguments, Alternatives. Second Edition. New York and London: The Guilford Press, pp. 240-274.

8. Visit the Chat Room and discuss the Forum question for Session 11 9. Complete the Individual Assignment for Session 11: Explain the main forms of

interaction between feminism and development theory.

24. SESSION 12 – THE HUMAN DEVELOPMENT APPROACH

24.1 Overview

The Human Development perspective emphasis the need to link economic growth and human development through: investment in education, health and skills, more equitable distribution of income, government social spending; and empowerment of people, especially women. This session focuses on Human development that is noted for making a strong case for combining equity and growth along the lines of human capital as social development.


At the end of the session, the student will be able to 1. Explain the concept of Human development 2. Explain the proposal to create a desirable link between economic growth and human

development




This week, complete the following tasks: 1. Log onto the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX 2. Watch the Videos for Session 12 – The Human Development Approach 3. Review Lecture Slides: Session 12 – The Human Development Approach 4. Read Recommended Text:

Haq, Mahbub ul. 1998. “The Human Development Paradigm” and “The Advent of the Human Development Report.” Pp. 13-45 in Reflections on Human Development. Dehli: Oxford University Press.

Sen, Amartya. 1999. Development as Freedom. New York: Anchor Books.

Evans, Peter. 2002. “Collective Capabilities, Culture and Amartya Sen’s Development as Freedom.” Studies in Comparative International Development 37(2):54-60

1. Visit the Chat Room and discuss the Forum question for Session 12 2. Complete the Individual Assignment for Session 12: Compile a list of some common

Human Development Indicators and explain Ghana’s Human development trajectory

25. SESSION 13 – HUMAN CAPABILITIES APPROACH

25.1 Overview

The concept of Human Development has been profoundly inspired by Amartya Sen’s capability approach. Amartya Sen’s basic argument is that we should evaluate development in terms of its ability to expand people’s capabilities to make choices and thereby enable them lead the kinds of lives that they have reason to value. In this session, we examine the capabilities approach in terms of the contribution of Amartya Sen and Martha Nussbaum.


At the end of the session, the student will be able to 1. Explain the core concepts in Amartya Sen’s capabilities approach 2. Examine the contribution of Martha Nussbaum to Capabilities theory


This week, complete the following tasks: 1. Log onto the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX 2. Watch the Videos for Session 13 – The Human Capabilities Approach 3. Review Lecture Slides: Session 13 – The Human Capabilities Approach 4. Read –

Evans, Peter. 2002. “Collective Capabilities, Culture and Amartya Sen’s Development as Freedom.” Studies in Comparative International Development 37(2):54-60. Nussbaum, Martha C. 2003. “Capabilities as Fundamental Entitlements: Sen and Social Justice”. Feminist Economics 9 (2/3):33 – 59. Sen, Amartya. 1999. Development as Freedom. New York: Knopf

5. Visit the Chat Room and discuss the Forum question for Session 13 6. Complete the Individual Assignment for Session 13:

What are the core elements of capabilities approach? What are the key contributions of Martha Nussbaum?



APPENDIX A GROUP ASSIGNMENT Identify and Select a development issue in your community and describe briefly how a Sociological theory or theories of development helps you understand it. Submission Guidelines: The term paper should be presented with a cover page which should state out the question and also outline the name, index number and email address of students in the group. The paper should be single-spaced, font-size 12, Times New Roman. Submit online through Sakai LMS by the end of the 12th Week. Each assignment, therefore, should be carefully edited for grammar, typos, and/or spelling mistakes. Appropriate citations should be provided using the American Psychological Association (APA) format. The following website offers information about writing and formatting papers in the APA style including general format, reference of the works of others in your texts, reference list, examples, notes, and additional resources:

http://owl.english.purdue.edu/workshops/hypertext/apa/index.html

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