COURSE DESCRIPTION AND PURPOSE This course examines the politics and policies of international development from a gender-sensitive perspective. The course assumes that the term "development" must be understood within an historical and political context, and that development affects women and men, rural and urban people, rich and poor, differently. We will explore the following: the meanings, history, and political context of development; the uneven impact of development and specific issues that illustrate this uneven impact; and development policies and organizations. IE 470 is an interdisciplinary social science course; it draws on material from the fields of history, economics, political science, anthropology, sociology, and international relations. Although there are no specific course prerequisites for IE 470, students are expected to have a background in some aspect of development and in a social science discipline. Upper-division students in Women's Studies are also encouraged to enroll if they have some work in the social sciences. The course is appropriate for those intending to work in international development, as well as for those desiring an advanced introduction to the growing literature on gender and international development. The course reflects a levels-of-analysis approach: international, national, and sub-national (regional, local, individual). The course moves from the international and national to the sub-national and local levels, recognizing that the levels are interrelated and one cannot be understood in isolation from the others. The reading includes theoretical and descriptive material, primary data sources and policy statements. To summarize the goals of the course, IE 470 is designed to: 1. Explore, rethink and debate the meaning of development; 2. Examine the national and international political and economic contexts within which development policies are formulated and implemented; 3. Understand the theoretical debate about the gender relations and the differential impact of development on women and men; 4. Consider the reality of families different from most of those in North America; 5. Examine issues of gender disaggregation of data; 6. Explore the trade-offs between ethical and practical considerations in development strategies and projects; 7. Introduce some initiatives that organizations are taking to promote equitable development; and 8. Encourage verbal expression and analysis, both written and oral.
ASSIGNMENTS The goals listed above determine the structure and assignments of IE 470. There are five major written assignments and a group project. The reading is copious, and in some areas the concepts may be challenging to students with limited backgrounds. Class lectures, reading, group work and discussions are designed to complement and reinforce each other. There will be films and guest speakers as appropriate. **A higher level of performance, including additional reading, is expected of any graduate students who are enrolled in the course.** Reading There are five required texts. Their nature and purposes are described below. Georgina Waylen, Gender in Third World Politics (Lynne Rienner, 1996). [Shown as Waylen in course schedule] On reserve in Morgan library Waylen's book provides an analytical framework for the course. She summarizes theoretical questions in the study of gender and Third World development, then explores these questions in the political context of colonialism, revolution, authoritarianism, and democratization. Nalini Visvanathan et al, ed. The Women, Gender and Development Reader (Zed, 1997). [WGD in course schedule] On reserve in Morgan library This book groups selections from a wide variety of writings that cover both theoretical and practical issues pertaining to gender and development. Most of the selections will be assigned reading. The book will serve as a resource both for the first small group presentations and for the essay. Population Reference Bureau (PRB). Women of the World wall chart (Washington, D.C., 1998). Try to post this where you will be encouraged to familiarize yourself with both data and issues. We will also use it as a basis for in-class discussion and a written assignment. Center for Development and Population Activities (CEDPA). Gender Equity: Concepts and Tools for Development (Washington, D.C., 1996). This is a widely used manual for gender training in development projects. We will use it for some class exercises. United Nations, Platform for Action and the Beijing Declaration (UN, 1996). This is the official document issued from the Fourth World Conference on Women, which was held in Beijing, China, in September 1995. It can be accessed on the web at: www.umn.edu/humanrts/instree/beijingmnu.htm. We can also order the book for those who wish. There will also be handouts in class from time to time, and these are part of the required reading. Writing There will be five primary writing assignments: two essay exams, two short essays, and a journal . The exams will include reading assignments and other material covered in class. The first essay (2-3pages) will focus on a theme or data from the PRB wall chart. The second essay (4-5 pages) will focus on a topic of your choosing and approved by the instructor. The journal will include reflections on class discussions and readings, research and lecture notes, and other materials appropriate to the course. The options and structure for all of these will be discussed further in class. The exams fall after the first part of the course and at the end. There is also a quiz early in the course, and two one-page homework assignments (summaries of organizational web sites; see page attached to syllabus). These will be due after spring break. Assignments are due on the days indicated in the course schedule. Late assignments are assessed a penalty of 5 points per calendar day. Participation IE 470 is structured around interrelated activities. Each class period has a purpose, and activities will range from formal lectures to very informal discussions and group work. The activities are designed to reinforce each other and the readings. Your presence at each class period contributes to the success of the course, both for yourself and for the class as a whole. Attendance will be monitored; if you are ill and unable to come to class, you are expected to inform the instructor in advance, in person, by telephone, or e-mail. Courtesy, including promptness in arriving before the beginning of class, is also expected. You are encouraged to participate orally: Ask questions, offer a different perspective, debate. All of these aspects of attendance and participation will be factored into your final course grade, and points will be assigned for group projects on Beijing + Grades 4. Points for the assignments will be allocated as follows:
for a total of 500 points Please Note: This course will observe the final exam period regularly scheduled by the University: 7-9 am, Tuesday, May 9, 2000. COURSE SCHEDULE Dates Topic Assignment Part I: The International System
January 19-28 What is Development?
Waylen, Intro. & chs. 1,2
January 31: Quiz The Historical and Political Context of Gender and Development February 2-4 Colonialism
Waylen, ch.3; WGD, ch. 27
February 9: First Essay Due February 11-16 Authoritarianism
" ch. 5; WGD, ch. 24
March 1: Mid-Term March 3
Preparation for Essay; Groups
[Spring Break]
[Note: There will be a syllabus addendum after spring break, with
dates for the group presentations and assigned readings and other details
on topics to be covered.]
Part II: Development Issues and Policies March 20-24 The United Nations System Begin Beijing Dec. March 27-31 The Beijing Conference/Beijing + 5 Finish Beijing Dec. April 3-28 Development
strategies and policies CEDPA Manual
April 21 - Second Essay Due
May 1-5
Review; New Directions
Work on journals
Final Exam, May 9. Journals will be due at the time you take the final. For more information about the professor, click on this link: Sue Ellen Charlton
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