Unit Leader : Ray Kiely
Credit Weighting : 20
Level: 3
Teaching Format : 2 lectures a week, 1 Seminars (in divided groups) a week
Pre-requisite : TWS 203
Excluded Combinations : None
Co-requisite : None
Aim
This unit is intended to give the student a strong theoretical and empirical
grounding in the relationship between the state and other social forces in
developing societies, and relate these problems to contemporary debates
about policy-making in the "Third World". The unit will focus on the
contemporary crisis of the state in developing societies (utilising fruitful
comparisons with the "advanced" capitalist societies and the former
"socialist" world), and relate this problem to wider debates about the
relationship between the state and "civil society". It also examines some of
the "success stories" of development, and questions the view that these are
necessarily models for others to follow.
This unit is a key component of the whole Third World Studies area
because it unites key questions taken from other courses, such as the
relationship between the state and food policy, that between the state and
industrialisation, and the role of non-governmental organisations in the
development process. It therefore returns to some of the key questions of
the TWS 203 Perspectives course, and in particular examines the breakdown
of the "technocratic" state in "orthodox" development economics, and the
criticisms of the state by both left ("unorthodox" marxism) and right (neo-
liberalism). In doing so, it challenges the idea that policy-making is a
purely objective process, and suggests that it is actually the product of
social forces which vary in time and place.
It is also principally concerned with contemporary debates about the state
and alternatives to state-led development strategies.
After completing the unit, the student should:
(i) be familiar with debates about the state and policy-making in
developing societies, and in particular the contemporary challenge to
state-led models of development from both left and right;
(ii) utilise these debates to show awareness of the relationship between
the state and competing interests (such as labour, the peasantry,
transnational companies and the military) in developing societies;
(iii)be familiar with development strategies which attempt to go "beyond
the state", including the role of non-governmental organisations;
(iv) relate contemporary criticisms of the state to wider contempoary
debates about "Third World" politics, including IMF and aid
conditionality, privatisation and democratisation.
Contents
(i) Introduction. The state and social science. An introduction to
competing perspectives on the state - pluralism and the neutral state,
"limited government" and the neo-liberal critique of the state,
marxism and the state as a class organisation.
(ii) The state and "development". (a) Development economics and the
"failure" of the state. Case studies of specific issues and countries -
corruption, state inefficiency in import-substitution industrialisation.
Examples: case studies of Tanzania, Zaire and Brazil. (b) Neo-classical
policy alternatives - privatisation, export-promotion, subsidy
elimination. The rationale behind IMF and World Bank policy in the
1980s and 90s. Is there any intrinsic connection between "democracy"
and market reform? Case studies of Chile, and food policy in sub-
Saharan Africa and South Asia. (c) Marxist criticisms of the state as
bureaucratic and a class state. Debates about the "over-developed"
and underdeveloped state. Case studies of Tanzania and Kenya.
Marxist and feminist criticisms of neo-liberalism.
(iii)The state and competing interests. An extension of block two which
focuses on specific case studies, including external forces. Case
studies of transnational behaviour in the "Third World", the military
in Latin America, political intervention in Central America, labour in
South Africa and Korea, ethnicity in sub-Saharan Africa, with
particular attention to Nigeria (plus Uganda and Kenya). Male bias in
the development process.
(iv) Alternative development strategies. The question of "whose
development", development from below and "top-down" development
strategy. Culture, participation and development. Contemporary
debates re-examined in the light of the rise of NGOs, and the collapse
of "socialist" development strategies. Mozambique, Nicaragua and
health. Participation, gender and development - the case of Kerala.
Investigation of the practicalities of a typical NGO development
project.
(v) The future of the state and development policy. The debate over
democratisation and aid conditionality. The collapse of socialism and
the "new [neo-liberal] world order". Is neutral and effective public
administration possible? What is good government?
Assessment
One short written piece of work (20%); one essay of 3,000 words (50%); one
exam (30%). The short piece of work may be used to develop arguments for
the assessed essay. Students should consult their tutor about the content
of any particular seminar paper, but all papers are assessed on the basis
of clarity, coherence, and analysis. The exam will test the student's ability
to utilise the concepts and theories used throughout the course.
Indicative Reading
* Wuyts M., Hewitt T. & Mackintosh M. (eds.) (1992) Development Policy and
Public Action (This book should be bought by all students, and should be
regarded as an introduction to the course.)
IDS Bulletin vol.24, no.1, January 1993: Special issue on Good Government
Cammack, Paul et.al. Third World Politics, (second edition)
Randall, V. & (1985) Political Change and Underdevelopment
Theobald, R.
* - book for purchase