What do we mean by development? What is the relationship between political regime types (democracies vs. autocracies) and development levels? How do robust institutions help with state-building? And how do grassroots movements of the middle class like the Arab Spring influence developmental outcomes? This course explores all these questions while clarifying the major theoretical frameworks that have historically shaped our understanding of development. Through interactive discussions and comparative analysis, you will examine real-world case studies ranging from the unique developmental challenges of Haiti to the rapid economic ascents of India, Brazil, South Korea, and Taiwan. You will engage with primary data sources, present research findings to your peers, and participate in structured debates about competing development theories. By the end of this course, you will possess a nuanced understanding of the politics underpinning development, and be equipped with the analytical tools to critically assess the developmental challenges and opportunities of the 21st century.
This course looks at how underrepresented peoples have fought for, and sometimes found, representation in liberal democracies. Groups studied include racial and ethnic minorities, indigenous peoples, women, LGBTQ people, and religious groups. We investigate multiple forms of, and channels for, representation, such as legislatures, political parties, social movements, and protests. Countries examined include but are not limited to the US, as we travel to select countries in Latin America, and Europe. We close our course by exploring the UVA and Charlottesville communities.
It makes sense to begin our course by considering what representation is and how it works. We also consider how people conceive of their identities. We then look at perhaps the most familiar types of representatives: legislators elected on party labels. Along the way, we compare legislators and executives, who are typically also party politicians. We next ask: when and why do social movements become political parties, or instead remain social movements? What roles do social movements play in representation? As the course unfolds, we compare different forms of protest as ways that individuals and groups can press their claims. Throughout the course, we attend to the voices and experiences of real-world citizens, activists, and leaders as we evaluate the work of scholars analyzing them.
What happens when cutting-edge technology meets age-old financial systems in a world where politics and economics are inseparable? How are Financial Technologies (FinTech) reshaping not just how we pay for coffee, but the very foundations of global monetary policy and economic power? This course invites you to explore these transformative questions at the intersection of politics, economics, finance, and technology. Together, we will investigate: Can FinTech truly democratize access to financial services, or does it create new forms of exclusion? Why do governments struggle to regulate financial innovations, and what creative regulatory approaches are emerging worldwide? How are Central Bank Digital Currencies and cryptocurrency challenging the dominance of traditional monetary systems? What role do tech giants and global payment companies play in reshaping financial power dynamics? Through interactive case studies spanning China’s digital payments revolution, India’s FinTech boom, and Brazil’s innovative payment systems (Pix), you will actively engage with real-world policy challenges. You will collaborate in teams to craft policy memos, present original research, participate in simulations and debates, and analyze how stakeholders from Central Banks to BigTech are responding to this financial transformation. This course will help you develop both theoretical understanding and practical skills in analyzing complex political economy questions.
In this course, students will embark on a comprehensive exploration of the multifaceted dimensions of development in the global context. Beginning with foundational inquiries such as "What Do We Mean by Development?", the course delves into the major theoretical frameworks that have historically shaped our understanding of development. The intricate dynamics between political regimes, such as fragile states, authoritarianism, and democratization, and their relevance for economic development will be a focal point. Through this lens, we'll investigate how governance structures, from the robust institutions of state-building to the grassroots movements of the middle class, as seen in events like the Arab Spring, influence developmental outcomes. Real-world case studies, ranging from the unique developmental challenges of Haiti to the rapid economic ascents of India, Brazil, South Korea, and Taiwan, will provide students with a grounded understanding of the political economy in various contexts. By the culmination of this course, students will possess a nuanced understanding of the politics underpinning development, equipped with the analytical tools to critically assess the developmental challenges and opportunities of the 21st century.
This course introduces students to major international relations theories (realism, liberalism, constructivism, and domestic politics) through the lens of East Asian history and contemporary politics. Rather than focusing on European examples typically used in IR courses, students examine whether Western-developed theories accurately explain relations among Asian nations, from pre-colonial times through today's complex multi-polar competition involving China, Japan, India, Russia, Korea, and the United States. The course explores critical questions about power transitions, regional security, and the future of international relations in a region with few multilateral institutions but significant geopolitical tensions.
This course is an introduction to graduate level game theory. The goal of the course is to expose students to basic concepts in game theory as well as how to solve commonly used models in political science.
This course provides an introduction to international political economy, the political and economic determinants and consequences of international economic policies. It examines how and why countries regulate core economic activities: trade, multinational production, international monetary policy, finance, and migration. The course also addresses several consequences of international economic integration including economic crises, environmental resilience, and national security. The course utilizes two main analytical tools: basic economic principles to explain how economic policies influence the distribution of income and political economy theories that explain how politicians set policies. Students will also develop analytical and writing skills through class/section exercises, assignments, and exams.
By the end of the semester, students will have learned: 1) different dimensions of global economic integration; 2) what drives foreign economic policy; 3) the sources of economic sources of conflict and cooperation among countries; 4) consequences of global economy for income distribution within and between countries.
This course includes two semi-autonomous components: statistics and math. The statistics component of this course introduces students to some basic theory and methods for conducting quantitative analyses in political science, with a focus on statistics and data analysis. The mathematics component introduces students to the mathematical background that will be used (to some extent) in this course and that will be assumed in future quantitative methodology courses. The primary goals are to give students tools to begin applying quantitative methods in their own work, to prepare them for further coursework, and to situate statistics within the broader endeavor of data analysis (and that within the broader endeavor of social science research). Thus, in the statistics component, the course begins at the beginning—with basic probability theory—then moves through single-variable statistical analysis, and concludes with regression analysis. The lectures and problem sets include a moderate amount of statistical theory, because familiarity with the underlying theory is believed to be critical to the smart application of statistical techniques, but emphasize the relevance of that theory to data analysis. The later problem sets shift the emphasis toward application and data analysis.
The course focuses on the political economy of development in the broadest sense. We look not just at ‘poor right now’ countries, but also at once poor but now developed countries, and not just in the 20th century but also in the 19th, in order to illuminate the similarities and differences in how societies modernize and develop. Looking at development in the broadest sense means looking at global flows of people, money and goods, as well as global changes in attitudes, and in particular gender relations. It also means looking at state formation – political development – as this cannot be separated from economic development. In particular we look at the consequences of the six big revolutions: 1) Agricultural revolution – more food for more people but also fewer people growing food, 2) Industrious revolution – more work from more people over more of the year; 3) Industrial revolution – substitution of inorganic energy and machines for human labor; 4) National revolution – rise of national identities as the glue for the modern state; 5) Disciplinary revolution – rise of the idea of individualism, individual rights and obligations, and responsibility to develop one’s ‘self’ (3&4 link to changes in gender roles & religion); 6)-Bourgeois revolution – rise of transferable property rights over land, ideas, labor time.
This course offers an interpretation of Russian politics, in both historical and contemporary perspective. The assignments are analytical essays conducted on an open-book, open-notes basis. Work is evaluated according to the following criteria: degree of command of readings and lectures, incisive and coherent analytical faculty, sound and original judgment, as well as clarity of prose.
The course is designed to provide an introduction to politics in India and Pakistan. These countries are home to more than 1.5 billion people, and they account for almost 20 percent of the world's population. Seven decades of dynamic change and social turbulence have seen India and Pakistan emerge as nuclear powers. In this class, we compare the similarities and differences between India and Pakistan and explore three crucial issues:
What are the dynamics of social and political change in these rapidly evolving societies as they create their modern nations and states?
What is the nature of India and Pakistan's political regimes? Why is India moving towards electoral autocracy after having appeared to consolidate its democracy? Can we characterize Pakistan's regime as authoritarian even though it holds competitive elections and its powerful military does not usually directly intervene in civilian rule?
What are the causes of modern religious militancy? What differences does variation in India and Pakistan's political regimes make for the development of religious militancy?
In investigating these issues, we explore theoretical approaches that political scientists have taken toward social change, democratization, and the development of religious militancy.
"Lecturer was simply great, materials and subjects we had were interesting, lots of real examples and case studies, great discussions, valuable data, interesting articles to read."
"This course was very interesting first step in to world of Fintech, and I really liked it. Lecturer was very open, I liked her teaching style."
"The professor's enthusiasm, energy and thought-provoking discussions [are what I enjoyed most about the course], as it allowed me (personally) to learn more about FinTech itself, and it was always interesting and valuable to go to lectures - trying my best not to miss a single one."
"I enjoyed the approach to the course and classes - many discussions, everybody having a chance to express their opinions, and not just dry theory."
"There were numerous times where we had different views on what was discussed in class, however, not once did I feel like my opinion was invalid or considered wrong."
"Doing kahoots and fun quizzes that do not count towards our grades are helpful to see where we are at and then going over them helps a lot."
"I have never taken a politics class before so I learned a lot of new things I was otherwise unaware of. This class made me more aware of what is going on around me in the world."
"I gained public speaking skills from this course. My professor was very interactive and made sure to engage the class. I'm better at talking to my peers than before."
"I believe opening the floor for discussion and making it a safe space to share made me and others really comfortable sharing our opinions even if they were different which usually is a hard thing to do in one space but it went gracefully in this class and I believe that is solely due to the teacher !"
"TA was very helpful in breaking down core concepts each week that through readings and lecture alone might have gone over my head."
"Ghita was an incredible TA who really cared about her students and ensuring we learned the material."
"Always replied to emails promptly and in depth. Was always willing to help and answer questions. Asked everyone’s opinion and gave us tasks which helped learning. Asked for feedback from students and implemented that in the following sections."
"Ghita would often times ask presenters at the end of their presentations what they thought about the readings that week. Sometimes the presenters would talk about how the readings tied back into their paper and how they disagree with certain things. Ghita encouraged open discussions and welcomed new ideas that sometimes challenged the readings we were assigned. This made the classroom feel like a place of growth and not just an echo chamber which was nice."
"Ghita is one of my favorite TAs that I have had at UVA! She has an amazing talent for explaining complicated economic concepts in understandable ways without being condescending. She also is extremely passionate about the course which helps. I don't think lectures and readings would have made any sense without her."
"TA had "no comment is a bad comment" attitude and was very welcoming to any perspectives."
"Ghita frequently prompted us to think contrary to our initial beliefs and would share her own perspectives to make us comfortable with doing so."
"Ghita always made sure discussion section was a welcoming environment for all students."