Development & Human Rights

DEVELOPMENT, HUMAN RIGHTS, AND TRANSNATIONAL INJUSTICES

Theories of obstacles to peace and justice, and what to do about them. Colonialism’s legacies, indigenous injustice, global racial order, plight of post-colonial state, & whether the world economic order harms the poor. To what extent can human rights and economic and social development surmount these obstacles? (To view Autumn 2019 midterm evaluations of this course, please click here.)

Obstacles, and Resistance to Them

Will These Clear the Obstacles?

DEVELOPMENT, HUMAN RIGHTS, AND TRANSNATIONAL INJUSTICES

Prof. Thomas J. Donahue

ICPRH 301 / POLSH 301

Haverford College, Fall 2019

M 1:30-4:00

Classroom: Lutnick Library 211

Mailbox: Faculty Mailroom in Hall Building

Office Hours: W, 2-4pm, Hall 01B; or by apptmt

E-mail: tjdonahueAThaverford.edu

SYLLABUS

What are the worldwide obstacles to peace and justice? How can we surmount them? This course examines theories of some of the leading obstacles to peace and justice worldwide, and of what global citizens can do about them. The three problems we will consider are colonialism and its legacies, whether we live in a global racial order, and whether the global economic order harms the poor and does them a kind of violence. The two solutions we will consider are the project of economic and social development and the practice of human rights. The course has three main goals. First, to give students some of the knowledge they will need to address these problems and be effective global citizens. Second, to understand some of the major forces that shape the present world order. Third, to hone the skills in analysis, theory-building, and arguing that are highly valued in legal and political advocacy, in public life and the professions, and in graduate school.

All students are welcome. Special consideration will be given to returning interns of the Center for Peace and Global Citizenship at Haverford.

The course begins by examining the history of economic and social development since World War II, seen as a project for creating world order. We then turn to the nature and main features of colonialism. We examine the history of colonialism, how it went hand in hand with the spread of capitalism, whether there still exists an economic neo-colonialism founded on unequal exchange between poor and rich countries, what were the main justifications offered for colonialism, and whether the injustice of much colonialism means that contemporary states created by colonialism—including the United States, Canada, and Australia—are illegitimate. Next, we turn to whether Europeans and their descendants have created a global racial order, in which whites reign supreme. We examine the various ways in which the European colonial project may have been founded on racial domination, how there might have been a sort of contract or agreement to dominate the “inferior” races, and whether global racial domination is still a fact in our time. We then turn to asking whether the current global economic order systematically harms the poor. We examine arguments for “Yes” and “No,” and then consider whether unjust poverty amounts to a kind of violence done by institutions to the poor. Next, we turn to examining whether economic and social development can be reconfigured to solve these problems. We look at conflicting theories of the ends and the means of development--is it a strong and rich state? An end to widespread poverty? Or providing everyone with the capabilities for flourishing? We consider current skepticism about the development project, according to which it is either a First-world patriarchal imposition, or a neo-colonial project controlled by the rich countries. We end by examining whether human rights can solve these problems. We consider the nature of human rights and what they do, objections that they promote a false universalism that supports Western hegemony, and Confucian, West African, and Islamic perspectives on human rights.

A Note to Returning CPGC Interns: One goal of this course is specifically aimed at you: to help you get a better intellectual grasp on the experiences you had during your internship. The course will begin by asking you to reflect on some of the problems that arose for you during your internship, and especially puzzled you. The course will conclude by asking you to reflect on whether and how the theories and problems treated in this course have affected the way you now think about the problems that struck you during your internship.

Course Requirements. To earn full credit, you must:

(1) Participate in class discussion. I know many people find this daunting. Nevertheless, try. One main aim of the course is to help you improve in argument.

(2) Submit a reflection on a personal experience. Write one page on some experience you had, during the summer or another time, that deals with one question from a list provided on Moodle. Submit by Sunday, Sept 15.

(3) Submit 4 response papers. Each session, you may submit a paper, of not more than 350 words, that examines some thesis that that week’s reading has argued. The paper should state a definite thesis found in that week's reading, and then make your own argument for or against that thesis. For full credit, you must submit 4 such papers. Deadlines for submitting these papers are marked on the syllabus below. Papers should be submitted in hard copy at the beginning of class.

(4) For non-interns. Submit two more response papers, for a course total of six.

(5) For returning CPGC interns. (i) Critical Moment Photograph. (ii) CPGC Internship Poster.

(i) Sunday, Sept 15, Critical Moment Photograph for the CPGC Re-Entry Retreat

Choose one photograph from the summer that connects with or illuminates a critical moment in respect to your learning and insights - positive or negative - relating to the Development, Human Rights, and Transnational Injustices intersection of this course and your summer experience. Print the photo to the size of a normal sheet of paper (8.5 x 11). Additionally, write a one-paragraph caption describing the photo, as well as the questions, challenges, and insights the moment in the photo raise for you.

Save your photograph and caption here by 9am on Thursday September 12. Please make sure to include your name and the location in the photograph.

CPGC staff will print the photos on a standard sheet of paper (8.5 x 11) and use them for an activity at the re-entry retreat that will take place on Sun. Sept 15, 2- 6 pm. We will do a gallery walk with other CPGC interns, and give everyone a chance to share and learn from one another's photos, experiences, and insights, so be sure to reflect on things that you're willing to share in this semi-public context of all CPGC summer 2019 interns.

The photo project counts as 3% of your course grade.

(ii) CPGC Internship Poster Fair, Thursday, November 21, 6:30 - 8:30

Develop, arrange printing, and bring your poster to the CPGC poster fair on Thurs, Nov 21. The fair takes place from 6:30 - 8:30. You should bring your poster for set-up between 5:45 and 6:15. The purpose of your poster is to represent how your summer experience relates to the concepts, problems, and theories you are learning in this course, either by confirming them or challenging them. You should represent this relation in a manner that invites poster session attendees into conversation with you. The College has developed poster guidelines that are available here https://www.haverford.edu/writing-center/speaking-resources. Please consult this resource throughout your poster development. Magill Library offers poster printing services, although feel free to use others. To benefit from this service, you should submit your poster to Magill several days in advance of the poster fair, following the instructions and formatting guidelines available at the "poster printing" link here: https://www.haverford.edu/library/services/print-scan-copy.

Your poster should simultaneously help younger students understand why they might engage a similar internship in the future, and demonstrate how the experience has translated into a significant intellectual inquiry through your course and ongoing study. The poster project counts as 9% of your course grade. Together, the photo and poster projects count as two response papers (12% of course grade).

(6) Submit a paper proposal. You are required to submit, on Friday Nov 22, a proposal for your final paper. The proposal should have a title, state a question concerning one of the topics covered in the course, say why the question is important, state your answer to the question (i.e., your thesis), give the key reasons by which you will defend the thesis, state two serious objections to your thesis, and state how you will respond to the objections. The proposal should be not more than 800 words long. (For tips on how to say why the question is important--i.e., to show that there's a more general question we can't fully answer until we've answered yours, check out Chapter 4 of Wayne Booth et al, The Craft of Research (Chicago, 2008, available online through Tri-Co libraries), especially sections 4.1 and 4.2.)

(7) Submit a final paper. You are required to submit, on the last day of exams, a final paper. The paper should have a title, an abstract, a common ground, state a question concerning one of the topics covered in the course, say why the question is important, state your answer to the question (i.e., your thesis), defend the thesis with argument, state two serious objections to your thesis, and respond to the objections. The paper should be not more than 4,000 words long.

Course Assessment. Course marks will be computed on the following distribution: Class Participation: 21%; Reflection Paper: 3%; 6 Response Papers: 36% (6 % each); Paper Proposal: 15%; Final Paper: 25%

Course Objectives. By the end of the course, students should

(1) Have become familiar with the key concepts of the theories and arguments about development, colonial injustice, global gender injustice, global racial injustice, global poverty, and human rights covered in the course;

(2) Have strengthened their skills in applying these concepts to current debate about these institutions and norms;

(3) Have honed their ability to specify how and why specific values clash when considering what attitude to take toward these injustices and proposals to remedy them;

(4) Have improved at specifying the structure of any theory presented to them--being able to specify its key concepts, its main claims, and the basic model it articulates;

(5) Have sharpened their skills in specifying the structures of arguments, breaking them into premises-axioms, middle premises-lemmas, and conclusions-theorems;

(6) Have improved their ability in distinguishing between similar concepts denoted by the same word and spotting equivocations;

(7) Have honed their skills in evaluating and challenging the premises of an argument with rational and well-ordered arguments of their own;

(8) Have improved their ability to evaluate the deductive validity or inductive strength of an argument’s progress from premises to conclusions;

(9) Have worked out for themselves a detailed and developed argument arguing a thesis about one of the questions covered in the course.

E-mail policy. You are welcome to e-mail me with questions about the course. I try to answer e-mails within 48 hours of receipt. Don’t expect an answer before then. Fast usually means shoddy.

Academic Dishonesty: Don’t do it! Here is Haverford College's official language on the subject:

"A Note from Your Professor on Academic Integrity at Haverford:

"In a community that thrives on relationships between students and faculty that are based on trust and respect, it is crucial that students understand a professor’s expectations and what it means to do academic work with integrity. Plagiarism and cheating, even if unintentional, undermine the values of the Honor Code and the ability of all students to benefit from the academic freedom and relationships of trust the Code facilitates. Plagiarism is using someone else's work or ideas and presenting them as your own without attribution. Plagiarism can also occur in more subtle forms, such as inadequate paraphrasing, failure to cite another person’s idea even if not directly quoted, failure to attribute the synthesis of various sources in a review article to that author, or accidental incorporation of another’s words into your own paper as a result of careless note-taking. Cheating is another form of academic dishonesty, and it includes not only copying, but also inappropriate collaboration, exceeding the time allowed, and discussion of the form, content, or degree of difficulty of an exam. Please be conscientious about your work, and check with me if anything is unclear."

I may, at any time, use tools like turnitin.com to detect plagiarism.

Access and Inclusion Statement

Haverford College is committed to providing equal access to students with a disability. If you have (or think you have) a learning difference or disability – including mental health, medical, or physical impairment, please contact the Office of Access and Disability Services (ADS) at hc-ads@haverford.edu. The Coordinator will confidentially discuss the process to establish reasonable accommodations.

Students who have already been approved to receive academic accommodations and want to use their accommodations in this course should share their verification letter with me and also make arrangements to meet with me as soon as possible to discuss their specific accommodations. Please note that accommodations are not retroactive and require advance notice to implement.

It is a state law in Pennsylvania that individuals must be given advance notice if they are to be recorded. Therefore, any student who has a disability-related need to audio record this class must first be approved for this accommodation from the Coordinator of Access and Disability Services and then must speak with me. Other class members will need to be aware that this class may be recorded.

Writing response papers: Here are guidelines on what I’m looking for, and what I’m not looking for, but other teachers might be: https://sites.google.com/site/tjdonahu/home/writing-response-papers

Timeline of Events and Ideas: https://sites.google.com/site/tjdonahu/home/classics/timeline

How to understand and use theories: Puzzled? You're not alone! Even the professionals find this difficult. Click here for some tips on how to do it: https://sites.google.com/site/tjdonahu/home/using-theories

How to do political philosophy: The approach used in this course is political philosophy. For some tips on how to do it, click here:

https://sites.google.com/site/tjdonahu/home/political-philosophy-why-and-how

REQUIRED TEXTS

[1] Amartya Sen, Development as Freedom (Anchor Books, 1999)

[2] Charles W. Mills, The Racial Contract (Cornell UP, 1997; available online through Tri-Co Libraries)

RECOMMENDED TEXTS

[1] James Nickel, Making Sense of Human Rights, 2nd ed (Blackwell, 2007)

[2] Jurgen Osterhammel, Colonialism: A Theoretical Overview, 2nd ed. (Markus Wiener, 2005)

[3] Thomas Pogge, Politics as Usual: What Lies behind the Pro-Poor Rhetoric (Polity, 2010)

[4] Kwame Anthony Appiah, In My Father's House: Africa in the Philosophy of Culture (Oxford UP, 1992)

[5] Immanuel Wallerstein, World-Systems Analysis: An Introduction (Duke UP, 2004)

[6] Robert H. Jackson, Quasi-states: Sovereignty, International Relations and the Third World (Cambridge UP, 1990)

[7] Frantz Fanon, The Wretched of the Earth, trans. Richard Philcox (Grove Press, 2005)

[8] James M. Cypher and James L. Dietz, The Process of Economic Development, 2nd ed. (Routledge, 2004)

[9] Wayne Booth et al, The Craft of Research, 3rd ed. (University of Chicago Press, 2008). Available online through all of the Tri-College Libraries.

GUIDES TO WRITING GOOD PAPERS: THE PROSE, THE PROBLEM, AND THE ARGUMENT

[1] Richard Lanham's Paramedic Method.

It transforms slow-starting sentences with obscure subjects into sentences with clear actors and actions.

[2] The Bennett rules for writing decent prose in theoretical papers.

Jonathan Bennett says: Prefer verbs to nouns. Prefer adverbs to adjectives. Avoid intensifiers ( like "very" or "extremely"). Use sparingly the abstract nouns--big words from Latin and Greek ending with "--ation," "--ity," "-ism," "-ology," "-nomy," etc.--; don't cram a sentence full of them.

[3] Joseph M. Williams and Gregory G. Colomb, Style: Lessons in Clarity and Grace (Longman, 2010).

Explains why and when to use Lanham's Method and Strunk and White's rules; and when to break them. Explains how to organize information in a sentence: put the familiar at the front, and the new at the end. Also explains how to make paragraphs coherent: each paragraph should have a point sentence articulating its main point, and this should come either at the end of the paragraph's introductory sentence, or at the paragraph's end.

[4] "From Questions to Problems," Section 4.2 of Wayne Booth et al., The Craft of Research.

Crucial for writing research papers. You need more than a topic. You need more than a research question. You need more than a thesis. You need a research problem, which tells a definite audience what is the bigger question they can't fully answer until they've followed your answering of your research question.

[5] Anthony Weston, A Rulebook for Arguments, 4th ed. (Hackett, 2008)

RECOMMENDED REFERENCES AND BACKGROUND READING ON OUR PROBLEMS

[1] The Stanford Encyclopedia of Philosophy, ed. Edward N. Zalta [plato.stanford.edu]

A free resource which is probably the most comprehensive encyclopedia of philosophy ever compiled. Authoritative articles by scholars.

[2] The International Encyclopedia of Ethics, ed. Hugh LaFollette (Wiley, 2013)

[3] The Blackwell Encyclopaedia of Political Thought, ed. David Miller (Blackwell, 1987)

[4] The New Palgrave Dictionary of Economics, 1st edn (1987); 2nd edn (2008) [dictionaryofeconomics.com]

One of the most comprehensive dictionaries of economics ever. Authoritative articles by scholars.

[5] Fifty Key Thinkers on Development, ed. David Simon (Routledge, 2006)

[6] Alan O. Sykes, "An Introduction to Regression Analysis," Inaugural Coase Lecture, UChicago Law School, 1992

[7] Pioneers in Development, ed. Gerald M. Meier (World Bank, 1984)

SCHEDULE

PART I. INTRODUCTION TO THE COURSE. THREE GLOBAL OBSTACLES TO PEACE AND JUSTICE. HUMAN RIGHTS AND DEVELOPMENT AS FREEDOM AS SOLUTIONS. COLONIALI INJUSTICE.

Session 1. (Week 1; Special Labor Day Make-up Session). Informational Meeting and Introduction to the Problems Addressed by the Course. (1) Introduction to the Course. (a) The Obstacles: Colonial Injustice and Its Legacies, Global Racial Domination and Its Legacies, Global Poverty Produced by Unjust World Economic Institutions. (b) Solutions? Human Rights and Development as Freedom. (2) Colonial Injustice: Types of Colonies, Types of Colonial Empires, Periods of Colonialism, History of Conquest and Resistance.

No required readings. In this session, we begin by discussing the goals of the course and the main themes and problems the course will treat. We'll then hold a brief discussion of the history of the development project from 1949 onwards, and of the human rights project from the beginning of the 20th century. We'll conclude with a part-lecture part-discussion on the theory and history of European colonialism presented in Jurgen Osterhammel's Colonialism. We'll need this in order to make sense of the legacies of colonial injustice, which will be the theme of the next two weeks. You do NOT need to read any of this ahead of time.

Discussion of the themes in: Jurgen Osterhammel, "Colonies: A Classification," “ 'Colonialism' and 'Colonial Empires',” "Epochs of Colonialism," "Conquest and Resistance," "The Colonial State," "Colonial Economic Forms," "Colonial Societies," "Colonialism and Indigenous Culture," "Decolonization," Colonialism: A Theoretical Overview (Markus Wiener, 1997), pp. 10-12, 15-22, 25-38, 41-47, 51-68, 71-79, 83-91, 95-104, 115-119

So you'd like to know more…Click here for further readings

NO CLASS ON LABOR DAY. REGISTRAR'S MAKE-UP SESSION ON THURS. SEPT. 5, 7:30pm.

Part II. COLONIAL INJUSTICE, WHETHER IT MEANS THAT CURRENT COLONIALLY-DESCENDED STATES ARE ILLEGITIMATE, AND HOW COLONIALISM HAS AFFECTED THE CURRENT WORLD ORDER.

Session 2. (Week 2. September 9). (1) Justifications of Settler Colonialism, and their Implications for Today. The right-of-conquest justification, the agreements- between-indigenous-and-colonialists justification, and the terra nullius (the land was empty) justification. How Anglophone colonizers opted for the terra nullius justification, and used it to justify creating new states. Does the land's not being empty mean that the USA, Canada, and Australia are all illegitimate states? (2) Did European Colonialism Set Up a Cultural Imperialism By which European-descent Cultural Products are Still Regarded as the Desirable Norm? (3) Harms of Colonialism to the Colonized: Exploitative Rule and Humiliating Affirmations of Inferiority.

Read first: Carole Pateman, "The Settler Contract," in Carole Pateman and Charles W. Mills, Contract & Domination (Polity, 2007): READ ONLY pp. 35-61, 73-78 [Available on Moodle.]

Then read: Iris Marion Young, "Cultural Imperialism," Justice and the Politics of Difference (Princeton UP, 1990): 58-61. [Available on Moodle.]

Optional reading:

John Plamenatz, "The Arguments Against Continued European Rule Over Subject Peoples," On Alien Rule and Self- Government (Longman, 1960): 112-114, 127-131, 146-152. [Moodle for pp. 112-131] [Moodle for pp. 146-52]

So you'd like to know more…Click here for images of terra nullius and social contract theory, and texts

Session 3. (Week 3. September 16). Unjust Legacies of Colonialism. (1) The Prebisch-Singer Thesis Introduced: Do the Gains from Trade between Rich Countries and Poor Former Colonies Increasingly Worsen for the Poor Former Colonies? The Distinction between Core and Peripheral Economies. (2) The Prebisch-Singer Thesis Continued: Are the Gains from Trade between Rich Countries and Poor Former Colonies Distributed Unjustly?

Read first: Raul Prebisch, "Introduction," "The advantage of technical progress and the countries of the periphery," "Latin America and the high productivity of the United States," The Economic Development of Latin America and Its Principal Problems (U. N. Dept. of Economic Affairs, 1950 [1949]): PP. 1-18 ONLY.

Then read: H. W. Singer, "The Distribution of Gains between Investing and Borrowing Countries," American Economic Review 40 (1949): 473-485

(Optional: Paul Bairoch, "A Long-term Deterioration in the Terms of Trade?" Economics and World History: Myths and Paradoxes (UChicago Press, 1993): 111-118.)

So you'd like to know more…Click here for further readings

Session 4. (Week 4. September 23). (1) Do the Metropolitan Areas in the Developed Capitalist Core Unjustly Exploit the Satellite Countries in the Underdeveloped Poor Periphery, and thus "Underdevelop" Them? The Analogy with Marx's Theory of How Capitalists Exploit Laborers. (2) Did European Colonialism and Capitalism Create a Single Unified World Order, which Exploits and Underdevelops the Periphery? The Idea of the Modern World-System.

Read first: Andre Gunder Frank, "The Development of Underdevelopment," Monthly Review 18 (1966)

Presents two general assumptions: that the metropoles tend to develop and the satellites to underdevelop, and

that the metropoles suck capital out of the satellites for their own enrichment, thus underdeveloping the

satellites. From this, it generates five hypotheses which it recommends for testing, including the celebrated and reviled hypotheses that (1) satellites experience their greatest development when their ties to the metropole are weakest, and (2) the satellites which are the least developed today are the ones with the closest ties to metropoles in the past.

Then: Immanuel Wallerstein, "The Modern World-System as a Capitalist World-Economy: Production, Surplus-Value, and Polarization," "The Rise of the States-System: Sovereign Nation-State, Colonies, and the Interstate System," World-Systems Analysis, pp. 23-59. [Available on Moodle.]

So you'd like to know more about theories of why the West is rich and "the rest" are poor...

The End of Poverty?, directed by Philippe Diaz (2008)

Guns, Germs & Steel with Jared Diamond, directed by Tim Lambert and Cassian Harrison (2005)

James Robinson, Why Nations Fail: The Origins of Power, Prosperity, and Poverty (2013 lecture)

Session 5. (Week 5. September 30). (1) Anti-Colonial Nationalism as a Defensive Reaction against Colonialism and Its Harms. (2) The Post-colonial State, Introduced. (3) Post-colonial states: the Principle of Colonial Self-Determination, and Two Dimensions of Sovereignty.

Read first: John Plamenatz, "Two Types of Nationalism," in Nationalism: The Nature and Evolution of an Idea, ed. Eugene Kamenka (ANU Press, 1973): 23-36.

Then: Kwame Anthony Appiah, "Altered States," In My Father's House: Africa in the Philosophy of Culture, pp. 158-172.

Finally: Robert H. Jackson, "States and Quasi-states," "A New Sovereignty Regime?" Quasi-states: Sovereignty, International Relations and the Third World, pp. 13-49. [Available on Moodle.]

So you'd like to know more…

Richard Sandbrook et al, "Burdens of History," Social Democracy in the Global Periphery: Origins, Challenges, Prospects (Cambridge UP, 2007): 35-62. [Available on Moodle.]

Crawford Young, The Post-colonial State in Africa: Fifty Years of Independence, 1960-2010 (UWisconsin Press, 2012)

So you'd like to know more…Click here for images and readings

John Dryzek and Oran Young, "Internal Colonialism in the Circumpolar North: The Case of Alaska," Development and Change 16 (1985): 123-145

Frantz Fanon, "Mutual Foundations for National Culture and Freedom Struggles," The Wretched of the Earth, pp. 170-181

DEADLINE TO SUBMIT TWO RESPONSE PAPERS.

Part III. DID EUROPEAN COLONIZATION CREATE A WORLD ORDER THAT OPPRESSES INDIGENOUS PEOPLES? DID IT CREATE A WORLD ORDER TO WHICH RACIAL DOMINATION WAS CENTRAL? WHAT ARE THAT ORDER'S CURRENT LEGACIES?

Session 6. (Week 6. October 7) (1) What Rights Do Indigenous Peoples Have against the State? The Plight of Indigenous Peoples--The Fourth World--and their relations with the State. (2) What Kind Of Injustice Did Colonial Rule Do, and Who Has Responsibility For It? (3) Did Europeans Create a Global Racial Order of White Supremacy?

Read first: Rodolfo Stavenhagen, "Indigenous Peoples," Encyclopedia of Human Rights, Volume 3 (Oxford UP, 2009): 17-26.

Then: Catherine Lu, "Colonialism as Structural Injustice: Historical Responsibility and Contemporary Redress," Journal of Political Philosophy (2011):READ pp. 264-276 ONLY

Finally: Charles W. Mills, The Racial Contract (Cornell University Press, 1998), pp. 1-7, 19-40

So you'd like to know more about indigenous peoples...

Garth Nettheim, " 'Peoples' and 'Populations'--Indigenous Peoples and the Rights of Peoples," in The Rights of Peoples, ed. James Crawford, pp. 113-125 ONLY. [Available on Moodle.]

Richard Falk, "The Rights of Peoples (In Particular Indigenous Peoples)," in The Rights of Peoples, ed. James Crawford (Oxford UP, 1988), pp. 17-20 ONLY. [Available on Moodle.]

So you’d like to know more about the question of a global racial order…Click here for further readings

FALL BREAK. (Week 7)

PART IV. IS THE WORLD ECONOMIC ORDER UNJUSTLY HARMING THE POOR? DO THEY HAVE A SELF-DEFENSE RIGHT TO RESIST SUCH HARM?

Session 7. (Week 8, October 21). (I) Is there a Global Sociopolitical System of White Supremacy? Concluded. (II) Does the Global Economic Order Harm the Poor? (1) The Global Economic Order as a Massive Violator of the Human Rights of the Poor. (2) Is Unjust Poverty a Form of Violence Done by Institutions?

Read first: Charles W. Mills, The Racial Contract (Cornell UP, 1997), pp. 41-90

Then read: Thomas Pogge, Politics as Usual: What Lies behind the Pro-Poor Rhetoric (Polity, 2010), Sections 1.1-2.5, pp. 10-52.

Finally: Steven Lee, “Is Poverty Violence?” in Institutional Violence, ed. Deane Curtin and Robert Litke (Rodopi, 1999): 5-12

So you'd like to know more about recent findings of racial inequality in the U. S....

Listen to "Researchers Find Racial Wage Gap Has Grown," NPR News (8 October 2016)

So you'd like to see an argument that the global economic order is a flawed but improvable provider of growth and escape from poverty...

Check out Mathias Risse, “How Does the Global Order Harm the Poor?” Philosophy and Public Affairs 33 (2005): 349-376

So you'd like to know more about whether the global economic order harms the poor...Click here for further readings

Session 8. (Week 9, October 28) (1) What Is Poverty? Is it Relative, or Absolute? (2) Do the Unjustly Impoverished and Oppressed Have a Self-Defense Right to Resist Political-Economic Orders that Oppress Them? (3) Do the Harms Done by Colonial and Post-colonial Injustice Give the Formerly Colonized a Right to Receive Development Aid?

Read first: Amartya Sen, "Poverty as Capability Deprivation," Development as Freedom, pp. 87-111

Then: Roberto Gargarella, "The Right of Resistance in Situations of Severe Deprivation," in Freedom from Poverty as a Human Right, ed. Thomas Pogge (Oxford UP 2007): 359-374.

Then: Frantz Fanon, "On Violence in the International Context," The Wretched of the Earth, pp. 52-62.

Fanon here articulates one of the major justifications for the development project and foreign aid to post-colonies.

DEADLINE TO SUBMIT A THIRD RESPONSE PAPER

So you'd like to know more...Amartya Sen, “Poor, Relatively Speaking,” Oxford Economic Papers 35 (1983): 153-169

Presents the conception of poverty as capability deprivation as capable of saving our intuitions that there is an absolute aspect to poverty and a relative aspect.

PART V. CAN DEVELOPMENT SOLVE THESE PROBLEMS? WHAT SHOULD BE THE GOAL OF DEVELOPMENT?

Session 9 (Week 10, November 4). What Should Be the Goal of Development? Two Approaches: (1) The Statist Approach: Promote National Wealth and Power through Growth in GDP per capita. (2) The Poverty Approach: Reduce Absolute and Relative Poverty and Unemployment.

Read first: Paul Rosenstein-Rodan, "The International Development of Economically Backward Areas," International Affairs 20 (1944): 157-165.

Then: W. Arthur Lewis, "Appendix: Is Economic Growth Desirable?" The Theory of Economic Growth (1955)

Then: Dudley Seers, "The Meaning of Development," (1969), READ PP. 1-9 ONLY

So you'd like to know more about the concept of development...

Maurice Mandelbaum, "The Concept of Development," History, Man, & Reason: A Study in Nineteenth-Century Thought (Johns Hopkins UP, 1971): 43-47.

So you'd like to know more about development economics and its schools...

Click here for histories and surveys.

Session 10 (Week 11, November 11). (1) What Should Be the Goal of Development? The Basic Needs Approach: Meet Everyone's Basic Needs. (2) The Neo-liberal Approach: Create A Society in which All Have the Opportunity to Get Rich by Participating in Free and Efficient Markets under a Liberal Regime. (3) A Skeptical Challenge: Is the Development Project a Tool of Western Patriarchy?

Read first: Paul Streeten and Shahid Javed Burki, "Basic Needs: Some Issues," World Development 6 (1978): 411-421.

Then read: John Williamson, "The Washington Consensus as Policy Prescription for Development," (2004)

Finally: Vandana Shiva, "Development As a New Project of Western Patriarchy," in Reweaving the World: The Emergence of Ecofeminism, ed. Irene Diamond and Gloria Feman Orenstein (Sierra Club Books, 1990): 189-200. [At bottom of this page.]

Optional reading:

Edward Goldsmith, "Development as Colonialism," The Case against the Global Economy, and For a Turn

Towards Localization, ed. Edward Goldsmith and Jerry Mander (Earthscan, 2001), pp. 19-34.

So you'd like to see a critique of the neo-liberals' arguments for the free-market approach...

John Toye, Dilemmas of Development: Reflections on the Counter-Revolution in Development Theory and Policy (Blackwell, 1987)

Session 11 (Week 12, November 18). (1) What Should Be the Goal of Development? The Capabilities Approach. (2) The Idea of Development as Freedom. A Response to the Skeptical Challenges? An Improvement on the Poverty and Basic Needs Theories? A Third Way Between Statist and Neo-Liberal Approaches? (3) Should Enhancing Freedom Be the Main Object and the Means of Development? (4) What Role Should Markets and the State Play in Promoting a Freedom-as-Means-and-End Approach to Development?

Read first: Amartya Sen, "Introduction," "The Perspective of Freedom," Development as Freedom (Anchor Books, 1999), 3-34

Then read: Sen, "The Ends and the Means of Development," Development as Freedom, pp. 35-53

Finally: Sen, "Markets, State, and Social Opportunity," Development as Freedom, pp. 111-145

DEADLINE TO SUBMIT A FOURTH RESPONSE PAPER (NON-INTERNS)

THURS, NOV 21, 6:30-8:30 PM CPGC POSTER FAIR

PAPER PROPOSAL DUE FRIDAY NOV 22, 4PM

Part VI. CAN HUMAN RIGHTS SOLVE THESE PROBLEMS?

Session 12. (Week 13, November 25). (1) What Role Can Enhancing Women's Rights Play in Development? (2) Islamic and Asian Perspectives on Human Rights. (3) The Contemporary Idea of Human Rights from a Western Perspective.

Read first: Sen, "Women’s Agency and Social Change," Development as Freedom, pp. 189-203

Then: Cairo Declaration on Human Rights in Islam (1990)

Then: ASEAN Human Rights Declaration (2013)

Finally: James Nickel, "The Contemporary Idea of Human Rights," Making Sense of Human Rights, 7-22

So you'd like to know more about the problems of women in the poor countries...

Amartya Sen, "Women's Survival as a Development Problem," Bulletin of the American Academy of Arts and Sciences 43 (1989): 14-29

Famously argues that at ordinary sex ratios, we should have expected in 1989 that there were 100 million more women than were actually living. So 100 million women can be said to be missing. Attributes this to the oppression of women.

So you'd like to see a New York Times popularization of Sen's theory of how liberating women will unleash development as freedom...

Nicholas Kristof and Sheryl WuDunn, Half the Sky: Turning Oppression into Opportunity for Women Worldwide (Knopf, 2009)

So you'd like to see a development of the capability approach...

Martha Nussbaum, Creating Capabilities: The Human Development Approach (Harvard UP, 2011)

THANKSGIVING BREAK!

Session 13 (Week 14, December 2). (1) What Are Human Rights as They Are Conceived Today? (2) What Are the Families of Human Rights?(3) Are the Universal Human Rights Endorsed by Westerners Valid for Asian Cultures?

Read first: Nickel, "A Framework for Justifying Specific Rights," Making Sense, 70-91

Then: Nickel, "The List Question," Making Sense of Human Rights, 92-106

Finally: Joseph Chan, "The Asian Challenge to Universal Human Rights: A Philosophical Appraisal," in James T.H. Tang ed., Human Rights and International Relations in the Asia-Pacific Region (London: Pinter, 1994): 25-38.

DEADLINE TO SUBMIT A FOURTH RESPONSE PAPER (INTERNS)

DEADLINE TO SUBMIT A FIFTH RESPONSE PAPER (NON-INTERNS)

So you'd like to know more...

Click here for texts and links.

Session 14 (Week 15, December 9). (1) Human Rights Seen from within a West African Perspective. (2) Human Rights Seen from an Islamic Perspective. (3) A Neither East-Nor-West Response to Challenges to Human Rights.

Read first: Kwasi Wiredu, "An Akan Perspective on Human Rights," Cultural Universals and Particulars: An African Perspective (Indiana UP, 1996):157-171

Then: Abdullahi An-Na’Im, “Islam and Human Rights,” in John Witte and M. Christian Green, editors, Religion and Human Rights (Oxford, UK: Oxford University Press, 2012), pp. 56-70

Finally: Amartya Sen, "Culture and Human Rights," Development as Freedom, pp. 227-248

DEADLINE TO SUBMIT A SIXTH RESPONSE PAPER (NON-INTERNS)

So you'd like to know more...

Martha Nussbaum, "In Defense of Universal Values," Women and Human Development: The Capabilities Approach (Cambridge UP, 1999): 34-111

Amartya Sen, "Elements of a Theory of Human Rights," Philosophy and Public Affairs 32 (2004): 315-356

FINAL PAPER DUE LAST DAY OF EXAMS AT NOON TO MOODLE FORUM.