Mar 9, 2011 ... Zed Books Ltd, University of Otago Press. - GN 380 .S65 1999. David Mosse (
2005). Cultivating development: an ethnography of aid policy and.
Faculté des sciences sociales | Faculty of Social Sciences Sociologie et anthropologie | Sociology and Anthropology
SOC 3331A Sociology and anthropology of development Prof. Nathalie Mondain Winter 2011 COURSE OUTLINE Class schedule: Professor’s office hours:
Wednesday, 1:00‐2:30 pm Friday, 11:30 am – 1:00 pm SCS‐E218 By appointment Office DMS 8121 Phone: 613‐562‐5800, ext. 1323
[email protected]
Any questions sent by email should receive a response within two business days or during the following class if taken place within the 48 hours following receipt of the email. Note that the professor reserves the right not to answer an email if the level of language used is inadequate. OFFICIAL COURSE DESCRIPTION Introduction to the sociology and anthropology of development; various dimensions such as: social change and development, important theories of development, research practices and relations between research, interventions and policies, strategies of development, the interface between the actors involved in development projects, will be addressed with a historical perspective on how the field of international development has evolved in the past decades. GENERAL COURSE OBJECTIVES The purpose of this course is twofold: students should first develop a critical eye on the core concepts used in development in order to question this paradigm and especially the processes through which this field has become increasingly professionalized. Second, the methodological tools developed to design and implement research and/or intervention projects in two important social science disciplines – sociology and anthropology will be discussed. A special emphasis will be put on the methods and practices in conceptualizing research project, collecting and analyzing data and on how this process ultimately leads to policy.
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SPECIFIC COURSE OBJECTIVES The more specific objectives of this course are: (1) To foster a critical understanding of the main concepts and theoretical approaches which have largely guided development policies; special attention will be drawn to the research practices within development projects. (2) To closely examine the interface between development agencies and institutions, researchers, the populations concerned, etc; we will focus on the specific role of researchers and their relations with other ‘actors of development’, including the populations concerned (or “target groups”) (3) To encourage context sensitive analyses and approaches to development issues (4) To sensitize students to the central importance of methodology TEACHING METHODS Each class will be organized around discussions on the mandatory readings, formal presentations, practical activities including visualizing documentaries and guest speakers. Readings will be based on a collection of documents in the course text book available at RYTEC‐ printing (404 Dalhousie). It is absolutely essential that students read the minimum required to prepare for the class. The semester will be divided into two main parts: first, theoretical issues and their articulation with methods will be examined; second, the interface between the conceptualized project and fieldwork realities will be addressed, mainly through a close examination of the interface between actors and ethical issues. ASSESSMENT METHODS Components of Final Mark Evaluation format Weight 1 individual essay 1 group report 1 individual/group essay 1 final exam
20 % 15% 20% 45%
EVALUATION Note regarding the format for each assignment: Title page: Student ID, course title and code, title of the work and date The core document, with page numbers, includes the references at the end, writing style: Times 12, double spaced. (1) Essay on one of the tutorial topics (20 %) – see end of document There will be 3 tutorial topics; each student will have to choose one of them and write a short essay of no more than 2500 words, times 12, double spaced; they will have to read a minimum of 4 references including at least 1 case study (an empirical work). The essays will have to be handed back a week after the tutorial class. Each topic will have to be covered by approximately the same number of students; the professor may interfere in case too many students choose the same topic and dispatch them between the other topics.
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Students who prepare for the tutorial will have to present the subject and raise the main issues regarding their topic based on the mandatory readings and the additional ones they will have time to read before the class. All mandatory readings can be relevant for the tutorial topics, so students can use extensively the references suggested in the syllabus; they should also use the references used by the authors they read in the course text book or in the additional readings. The other students must come to the class having read the mandatory readings and with a minimum of 3 questions related to the topic. Discussions will then take place between students who prepare for their tutorial essay and the other students. (2) Group tutorial (15%) The objective of this tutorial is to incorporate the various dimensions discussed in class in the building of a research/development project. To do this, it is necessary to consider the different aspects of a single project and understand that it entails a solid team dynamic. The other objective is to make students realize the extent to which, while designing a project we need to consider a multiplicity of variables and criteria but also, at the end, to select some of these and decide what should be a priority. The professor will provide a research question which has, in reality, led to a funded project. Focusing on this question, the whole class will have to build a research project which includes fieldwork activities (data collection). Working as a big team the class will be divided into groups composed by roughly the same number of students, and each of these groups will have to work on one specific dimension of a research project listed below. At the end of the process, the class will come up with a global project and we will compare the similarities and differences between this final product and the real one. Each group will be assigned with one of the specific dimensions a research/development project typically involves: ‐ The research team ‐ The conceptual framework ‐ The local context ‐ The methodology to be constructed ‐ Ethical issues ‐ Project outcomes and evaluation plan All formal lectures, tutorials will be useful to prepare students for this activity. Once the groups are formed and each has been assigned a specific dimension of the project, each group will have to identify a writer and a speaker. During weeks 11 and 12, workshops will be organized under the supervision of the professor during which the groups will work on their specific topic; a period of discussion where each group speaker will have to present the results of the group’s discussions will be held and provide an opportunity to make the necessary adjustments in order to end with a coherent class project. Each group will have to write a brief report (3‐5 pages, double spaced, times 12) where students will summarize and highlight the key points of their discussions. This report will be handed during week 13 when groups will present their work and at the end suggest a final global project. (3) Essay on the group tutorials (20%) The final essay on the group tutorials can be written individually or in groups of 2‐4 students max on the specific dimension they have worked on in their broader group; in this assignment which will be in the same format as the previous tutorial essays, they must discuss issues, problems, ideas that have emerged during the group discussions freely.
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(4) Final exam (55%) Short essay questions; possibly multiple choice questions and definitions. In general, all students are expected to: 1) Attend classes regularly and be punctual as late arrivals and early departures are disruptive; 2) Do the assigned readings before each class as indicated on the course outline 3) Participate in class discussions and ask questions; in other words, to be as dynamic as possible during the classes as it will facilitate students’ understanding of the issues at stake at each session 4) Complete assignments and submit them on time. All assignments are due at the beginning of the class on the prescribed due date. Late work must be accompanied by a valid written excuse (e.g. doctor’s note) or it will be marked down at the rate of 10% / day late. In case you realize you will not be able to meet the requirements, fail to deliver the take‐home or to attend the exams, you should contact the professor as soon as possible (and provide a valid reason). 5) Turn off and put away all electronic devices, like cell phones, Ipods, Iphones etc. before entering the class Policy on language quality and late submissions Class attendance is necessary to successfully complete this course. You will also be judged on your writing abilities. It is recommended to take the appropriate measures to avoid mistakes such as spelling, syntax, punctuation, inappropriate use of terms, etc. You may be penalized up to 15%, to the professor’s discretion. Late submissions are not tolerated. Exceptions are made only for illness or other serious situations deemed as such by the professor. There will be a penalty for late submissions. University regulations require all absences from exams and all late submissions due to illness to be supported by a medical certificate. Absence for any other serious reason must be justified in writing, to the academic assistants of the Faculty, within five business days following the date of the exam or submission of an assignment. The Faculty reserves the right to accept or refuse the reason. Reasons such as travel, jobs, or any misreading of the examination timetable are not acceptable. In the case of illnesses, medical certificates are accepted. However, the Faculty who needs additional information concerning a medical certificate or who wants to verify its authenticity must send it to the University of Ottawa Health Services (located at 100 Marie‐Curie). A penalty of 5% will be given for each subsequent day following the due date (weekends not included). This goes for assignments submitted through e‐mail as well, and, in this case, the time that the e‐mail was received will be counted as the time of submission of the document. We suggest that you advise your professor as early as possible if a religious holiday or a religious event will force you to be absent during an evaluation.
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SCHEDULE Week Date 1 Jan. 5th Jan. 7th 2 3 4 5 6 7 8 9 10 11 12 13 14
Jan. 12th Jan. 14th Jan. 19th Jan. 21st Jan. 26th Jan. 28th Feb. 2rd Feb. 4th Feb. 9th Feb. 11th Feb. 16th Feb. 18th
Course Introduction What is socio‐anthropology of development? Main theories and concepts Why turning to anthropology? Actors in development (1) Actors in development (2)
Workshops
Assignments
Formal
Formal Formal Formal Practical Formal The MDGs Practical The PRSP and gender issues Preconceptions and labelling (1) Formal Preconceptions and labelling (2) Practical Scientific / local knowledge (1) Formal Scientific / local knowledge (2) Practical Methodologies and methods (1) Formal Methodologies and methods (2) Practical Reading week March 2nd Ethical issues (1) Formal/ th Practical March 4 Ethical issues (2) March 9th Project outcomes and evaluation Formal/ Practical March 11th Starting a fieldwork March 16th Work in groups under supervision of professor March 18th March 23rd Work in groups under supervision of professor March 25th March 30th Group presentations April 1st April 6th Future avenues for development Formal April 8th Synthesis and preparation for Formal/ the final exam practical
Tutorial 1 (prep) Tutorial 1 (handed) Tutorial 2 (prep) Tutorial 2 (handed) Tutorial 3 (prep) Tutorial 3 (handed)
Class discussions Class discussions Final report Group handed
tutorial
BIBLIOGRAPHY Compulsory reading: Students are required to purchase the course text book (available at Rytec); references preceded by * are in the text book. Suggested additional readings: Those preceded by § will be available online, those with no markers are either on reserve at the library or to be searched by motivated students. The following books will be available on reserve for this course at the Morisset Library: Linda Tuhiwai Smith (1999). Decolonizing Methodologies. Research and indigenous peoples. Zed Books Ltd, University of Otago Press. ‐ GN 380 .S65 1999 David Mosse (2005). Cultivating development: an ethnography of aid policy and practice. London; Ann Arbor, MI: Pluto Press ‐ HN 49 .C6 M68 2005 Katy Gardner and David Lewis (1996). Anthropology, Development and the Post‐modern Challenge. Pluto Press, 192p. ‐ GN 397.5 .G374 1996
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Magid Rahnema and Victoria Bawtree (1997). The Post‐Development Reader. Zed Books, 440p. ‐ GN 448.2 .P67 1997 Marc Edelman and Angelique Haugerud (2005), The Anthropology of Development and Globalization. From classical Political Economy to Contemporary Neoliberalism, Blackwell Publishing ‐ GN 492 .A6625 2005 Some Websites The World Bank web site: http://www.worldbank.org/ The International Monetary Fund web site: http://www.imf.org/external/index.htm Norwegian NGOs’ recommendations to the UN review conference on Finance for Development (FFD), 2008, http://www.un.org/esa/ffd/doha/NorwegianNGO_submission.pdf Documents from the International Institute for Environment and Development, http://www.iied.org/pubs/search.php?c=part … and many others! COURSE OUTLINE Week 1: General introduction Jan. 5th General presentation of the course Course syllabus and requirements Jan. 7th What is socio‐anthropology of development? *Jean‐Pierre Olivier de Sardan (2005). « Socio‐anthropology of development. Some preliminary statements », in : J.P Olivier de Sardan (ed), Antrhopology and Development. Understanding Contemporary Social Change, Zed Books, p. 23‐41 §Arturo Escobar (1991). “Anthropology and the Development Encounter: the Making and Marketing of Development Anthropology”, American Ethnologist 18(4): 658‐682 Ferguson, James (2005). “Anthropology and its Evil Twin: ‘Development’ in the Constitution of a Discipline”, in: Marc Edelman and Angelique Haugerud (eds), The Anthropology of Development and Globalization. From classical Political Economy to Contemporary Neoliberalism, Blackwell Publishing, p.140‐153 Week 2: Development and social sciences: what are the links? Jan. 12th Main theories and concepts *Katy Gardner and David Lewis (1996). “Anthropology, development and the crisis of modernity”. In Katy Gardner and David Lewis (eds), Anthropology, Development and the Post‐modern Challenge. Pluto Press, pp.1‐25 Leys, Colin (2005). “The Rise and Fall of Development Theory”, in: Marc Edelman and Angelique Haugerud (eds), The Anthropology of Development and Globalization. From classical Political Economy to Contemporary Neoliberalism, Blackwell Publishing, pp.107‐125
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Jan. 14th Why turning to anthropology? Special attention to Population Studies *Nancy E. Riley and James McCarthy (2003). “Demography’s place in the social sciences”, in: Demography in the age of the postmodern, Cambridge University Press, p. 81‐98. David Mosse (2005). “Introduction: The Ethnography of Policy and Practice”, in: D. Mosse (ed). Cultivating development: an ethnography of aid policy and practice. London; Ann Arbor, MI: Pluto Press, p. 1‐20 Kertzer, D.I. and T. Fricke, 1997. “Toward an Anthropological Demography”, in: D.I. Kertzer and T. Fricke (eds), Anthropological Demography. Toward a New Synthesis, The University of Chicago Press, p.1‐35 Week 3: Actors in development Tutorial 1 ‐ discussions Jan. 19th Actors in development: Institutions, civil society, international community, people... power relationships in the design of development projects *Joseph Stiglitz (2003). “Broken Promises”, in: J. Stiglitz (ed), Globalization and its Discontents, W.W. Norton & Company, p. 23‐52 *Nanzneen Kanji and Su Fei Tan (2008). “Understanding local difference: gender (plus) matters for NGOs”, in: Participatory learning and action. Towards empowered participation: stories and reflections, iied n°58 §Bebbington Anthony and John Farrington (1993). “Government, NGOs and Agricultural Development: Perspectives on Changing Inter‐Organisational Relationships”, The Journal of Development Studies, 29(2): 199‐219 §Arellano‐Lopez, S. and J. F. Petras (1994). “Non‐governmental organisations and poverty alleviation in Bolivia”, Development and Change, 25(3): 555‐68 §Fisher William (1997). “DOING GOOD? The Politics and Antipolitics of NGO practices”, Annual Review of Anthropology, 26: 439‐64 David Mosse (2005). Chap. 6. “Consultant Knowledge”, in: D. Mosse (ed). Cultivating development: an ethnography of aid policy and practice. London; Ann Arbor, MI: Pluto Press,p. 132‐156 Jan. 21st Actors in development: Critical perspectives and new approaches to the field of development *Norman Long (2001). “The case for an actor‐oriented sociology of development”. In: N. Long (ed), Development Sociology. Actor perspectives. Routledge, pp. 9‐29 §Kothari, Uma (2005). “Authority and Expertise: The Professionalisation of International Development and the Ordering of Dissent”, Antipode, 37(3): 425‐446 David Mosse 2005. Chap. 2. “Framing a Participatory Development Project”, in: D. Mosse (ed). Cultivating development: an ethnography of aid policy and practice. London; Ann Arbor, MI: Pluto Press, p. 1‐20 Week 4: Contemporary development frameworks Tutorial 1 to be handed Tutorial 2 ‐ discussions
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Jan. 26th The Millennium Development Goals (http://www.un.org/millenniumgoals/) §Sachs, Jeffrey (2005). Investing in Development. A Practical Plan to Achieve the Millennium Development Goals, Report to the UN Secretary‐General, New‐York, p.1‐23 §James, Jeffrey (2006). « Misguided Investments in Meeting Millennium Development Goals : a reconsideration using ends‐based targets”, Third World Quarterly 27(3): 443‐ 458 Jean Comaroff and John L. Comaroff, 2005, “Millennial Capitalism and the Culture of Neoliberalism”, in Marc Edelman and Angelique Haugerud (eds), The Anthropology of Development and Globalization. From classical Political Economy to Contemporary Neoliberalism, Blackwell Publishing: 177‐188 Jan. 28th The Poverty Reduction Strategic Papers and gender issues §International Monetary Fund and International Development Association (2002). Review of the Poverty Reduction Strategy Paper (PRSP) Approach: Main Findings, March 15 §Craig David and Doug Porter (2003). “Poverty Reduction Strategy Papers: A New Convergence”, World Development, 31(1): 53‐69 §Fantu Cheru, 2006, “Building and supporting PRSPs in Africa: what has worked well so far? What needs changing?” Third World Quaterly 27(2): 355‐376 Sylvia Chant and Matthew C. Gutmann (2005). “’Men‐streaming’ gender? Questions for Gender and Development Policy in the Twenty‐first Century”, in Marc Edelman and Angelique Haugerud (eds), The Anthropology of Development and Globalization. From classical Political Economy to Contemporary Neoliberalism, Blackwell Publishing, p.240‐ 249. Week 5: Preconceptions and labelling Tutorial 2 to be handed / Tutorial 3 ‐ discussions Feb. 2nd Discussion of ‘categories’ and the need to “contextualize”: going beyond the categorization of developed/underdeveloped, rich/poor, etc. *Bowker, Geoffrey C. and Susan Leigh Star (2000). “Introduction: To Classify is Human”, in: G. C. Bowker and S. Leigh Star (eds), Sorting Things Out. Classification and its Consequences, p. 1‐16 *Caroline Bledsoe (2002). “Introduction” (chapter 1), in: C. Bledsoe (ed), Contingent Lives. Fertility, Time and Aging in West Africa. The University Chicago Press, p. 1‐31 §Cornwall, Andrea & Brock Karen (2005). Beyond Buzzwords. ‘Poverty Reduction’, ‘Participation’, and ‘Empowerment’ in Development Policy, United‐Nations Research Institute for Social Development. Feb. 4th Focus on poverty and how it has become a ‘problematic’ category *Cornwall, Andrea and Mamoru Fujita (2007). “The Politics of Representing ‘The Poor’”, in J. Moncrieffe and R. Eyben (eds), The power of labeling. How people are categorized and why it matters, EARTHSCAN, p.48‐63
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Marshall Sahlins (1997). “The Original Affluent Society”. In: M. Rahnema and V. Bawtree, The Post‐Development Reader. Zed Books, pp.3‐21 Discussion about the documentary Voices of the Poor (World Bank, 2000) Week 6: Scientific and local knowledge Tutorial 3 to be handed Feb. 9th The interface between local an scientific ‘mainstream’ knowledge: new forms of colonization? *Linda Tuhiwai Smith (1999). “Colonizing Knowledges”, in L. T. Smith (ed), Decolonizing Methodologies. Research and indigenous peoples. Zed Books Ltd, University of Otago Press, p.58‐77 Feb. 11th Case studies on agriculture, and the preservation of natural resources *Bolwig Simon (2001). “The Dynamics of Inequality in the Sahel. Agricultural productivity, income diversification, and food security among the Fulani Rimaïbe in northern Burkina Faso”, in T.A. Benjaminsen and C. Lund (eds), Politics, Property and Production in the West African Sahel. Understanding Natural Resources Management, Nordiska Afrikainstitutet, Uppsala, p.278‐302 §Leach Melissa and James Fairhead (2000). “Challenging Neo‐Malthusian Deforestation Analyses in West Africa’s Dynamic Forest Landscapes”, Population and Development Review, 26(1): 17‐43 Fairhead, James and Melissa Leach (1998). Reframing Deforestation. Global analyses and local realities: studies in West Africa. Routledge. Fairhead, James and Melissa Leach (1996). Misreading the African landscape: Society and ecology in a forest‐savanna mosaic. Cambridge: Cambridge University Press Week 7: Development projects, methods used and necessary mediations Feb. 16th About Participation and participatory methodologies *Chambers, Robert (2005). “Part 2: Applications, Potentials and Transformations (2004)”, in: R. Chambers (ed), Ideas for Development, EARTHSCAN, p. 97‐118 §Mosse, David (1994). “Authority, Gender and Knowledge: Theoretical Reflections on the Practice of Participatory Rural Appraisal”, Development and Change, 25: 497‐526 §Cornwall Andrea & Rachel Jewkes, 1995. « What is participatory research ? » Social Science and Medicine, 41(12): 1667‐1676. David Mosse (2005). Chap. 4. “The Goddess and the PRA: Local Knowledge and Planning”, in: D. Mosse (ed). Cultivating development: an ethnography of aid policy and practice. London; Ann Arbor, MI: Pluto Press,p. 75‐102 Norman Long (2001). “Demythologising planned intervention”. In: N. Long (ed), Development Sociology. Actor perspectives. Routledge, pp. 30‐48
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Feb. 18th About mediation, translation and brokerage. *David Mosse and David Lewis (2006). “Theoretical Approaches to Brokerage and Translation in Development”, in D. Lewis and D. Mosse (eds), Development Brokers and Translators, Kumarian Press, p.1‐26 §Bierschenk, Thomas, Jean‐Pierre Chauveau et Jean‐Pierre Olivier de Sardan (2002). « Local Development Brokers in Africa. The Rise of a New Social Category », Institut für Ethnologie und Afrikastudien, Johannes Gutenberg Universität, Arbeitspapiere/Working Paper n°13 Linda Tuhiwai Smith (1999). “Introduction”. In: Decolonizing Methodologies. Research and indigenous peoples. Zed Books Ltd, University of Otago Press, pp.1‐18. Practical on documents in class examining participatory methods tools. Week 8: Reading week Week 9: Ethical issues in fieldwork practices and knowledge production March 2nd Specific issues related to ethical principles while designing and conducting a fieldwork (informed consent, confidentiality, securing the data, etc.). §Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, and Social Sciences and Humanities Research Council of Canada, Tri‐ Council Policy Statement: Ethical Conduct for Research Involving Humans, December 2010. Chapter 1: “Ethics framework”, p. 7‐14; and chapter 3: “The consent process”, p.27‐46 David Mosse (2005). Chap. 5. “Implementation: Regime and Relationships”, in: D. Mosse (ed). Cultivating development: an ethnography of aid policy and practice. London; Ann Arbor, MI: Pluto Press,p. 103‐131 March 4th Issues regarding the effects of our research practices on the ‘targeted’ social groups: reporting back the results, knowledge transfer and translation, the quality of the data produced. §Gravois Lee R. & Theresa Garvin, 2003. « Moving from information transfer to information exchange in health and health care », Social Science and Medicine, 56(3): 449‐464. §Madhavan Sangeetha, Mark Collinson, Nicholas W. Townsend, Kathleen Kahn and Stephen M. Tollman, 2007. « The implications of long term community involvement for the production and circulation of population knowledge”, Demographic Research, 17(13): 369‐388 §Stuttaford Maria, Claudette Bryanston, Gillian Lewando Hundt, Myles Connor, Margaret Thorogood and Stephen Tollman, 2006. “Use of applied theatre in health research dissemination and data validation: a pilot study from South Africa”, Health, 10(1): 31‐45 Practical: Lesclingand Marie & Véronique Hertrich, 2007. When the population is changing… A presentation of research findings in Mali. INED, Paris.
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Week 10: Project outcomes and evaluation; how to assess success or failure of a project? March 9th How to assess whether a project is successful or not? What are the criteria? *Rob van den Berg and Philip Quarles van Ufford (2005). “Disjuncture and Marginality – Towards a New Approach to Development Practice”, in D. Mosse and D. Lewis (eds), The Aid Effect. Giving and Governing in International Development, Pluto Press, p.196‐212 David Mosse (2005). Chap. 7. “The Social Production of Development Success”, in: D. Mosse (ed). Cultivating development: an ethnography of aid policy and practice. London; Ann Arbor, MI: Pluto Press,p. 157‐183 David Mosse (2005). Chap. 8. “Aid Policy and Project Failure”, in: D. Mosse (ed). Cultivating development: an ethnography of aid policy and practice. London; Ann Arbor, MI: Pluto Press,p. 157‐183 March 11th h Starting a fieldwork: how can we integrate all we know now? §Birschenk, T. and J.P. Olivier de Sardan (1997). “ECRIS: Rapid collective inquiry for the identification of conflicts and strategic groups”, Human Organization, 56(2): 238‐44 Practical: presentation and discussion around the implementation of a project on health in urban Africa – explanations about what students will have to do during the following weeks Week 11: work in groups March 16th • •
Division of the class into groups of equal number Each group will have to work on one of the dimensions to be covered in the design of a development project Discussions and guidelines for each dimension
• March 18th • •
Groups start to work on their respective project dimension; each group must come prepared for these workshops, read about the country, and related issues to the dimension they are covering End with a general discussion led by each group speaker – orientations for the following week
Week 12: work in groups March 23rd • •
Groups continue to work on their respective dimension Start writing a brief outline of their main orientations for the project
March 25th • •
General discussion about each group’s conclusions General framework for a global project
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Week 13: Group presentations March 30th • Group presentations and discussion April 1st • •
Group presentations and discussion General conclusions and illustration with the project as currently designed; what are the gaps between what has been done in class and the ‘real’ project?
Week 14: General conclusions and synthesis Group tutorial to be handed April 6th Future avenues for development projects; researchers and developers reflexivity. *David Mosse (2005). Chap. 9. “Aspirations for Development”, in: D. Mosse (ed). Cultivating development: an ethnography of aid policy and practice. London; Ann Arbor, MI: Pluto Press,p. 230‐243 April 8th General synthesis and preparation for the final exam Tutorials For each essay, at least 4 references will be needed including 1 or 2 case studies. Tutorial 1: Actors in development Essay question: To what extent has the field of international development become professionalized and what is the specific role played by researchers and scholars in this process? In which ways can you ‘add’ them in the list of the numerous ‘actors in development’? Additional questions to guide your presentation and writing: how do researchers interfere or contribute in the work of international institutions and NGOs? To what extent do such organizations need research and researchers? Are scholars well equipped to participate to the activities in the field of development? Also, because development is highly political, in a context of the lack of international and national political efficiency, you will show how both NGOs and scholars have modified their objectives and progressively shifted from fundamental research to research‐action (scholars) and from temporary to permanent action (NGOs). Looking at various fields of action such as fighting hunger or diseases, you may highlight to what extent development, rather than a policy, has now become increasingly a matter of local and temporary aid and humanitarian action. Tutorial 2: Contemporary development frameworks Essay question: After examining how the development paradigm has appeared and evolved across time, to what extent would you say that the contemporary development frameworks bring continuity or break with the previous period?
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To answer this question you can compare these documents: Jeffrey Sachs, 2001, “Executive Summary”, in Jeffrey Sachs, Macroeconomics and Health: Investing in Health for Economic Development, Report of the Commission on Macroeconomics and Health, World Health Organization: 1‐21 Alison Katz, 2004, “The Sachs Report: Investing in Health for Economic Development – or increasing the size of the crumbs from the rich man’s table? Part I”, International Journal of Health Services 34(4): 751‐773 Questions to guide your presentation and writing: to what extent is development political and as such tightly related to the evolving economic and social situations? To what extent are development policies and programs the result of political power relationships? How are these relationships likely to affect the actors involved in development projects whether they are researchers, development workers or the ‘targeted’ populations? Why is it too limited to consider more ‘technological’ approaches to development issues and where can sociology and anthropology play a role in better addressing these issues? Tutorial 3: Preconceptions and labelling Essay: To what extent is the contemporary knowledge production in the development field considered by some authors as a ‘colonization of the minds’? To what extent do the various actors in development (organizations, politicians and ultimately researchers) contribute to the labelling procedures which shape our vision of development? Additional questions to guide your presentation and writing: What are the different methods used to produce knowledge and information in development projects? What are the main methodological tools used and what are the limits of these? Are the categories used too ethnocentric? Should they be constructed by the local actors themselves? What about the training of local researchers? Does the fact that categories and methodological designs may be ethnocentric make them non pertinent? The increasing focus on local knowledge is part of the debate: what are the assumptions and limits in the discussions surrounding the systematic inclusion of local knowledge in development programs? You will need to compare empirical studies based on different methods to examine a development ‘problem’ and assess its pertinence; interesting work has been done on these issues in research on aboriginal people, native populations and environmental issues;
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Resources for you Mentoring Centre ‐ http://www.sciencessociales.uottawa.ca/mentor/fra/ The goal of the Mentoring Centre is to help students with their academic and social well being during their time at the University of Ottawa. Regardless of where a student stands academically, or how far along they are in completing their degree, the mentoring centre is there to help students continue on their path to success. A student may choose to visit the mentoring centre for very different reasons. Younger students may wish to talk to their older peers to gain insight into programs and services offered by the University, while older student may simply want to brush up on study and time management skills or learn about programs and services for students nearing the end of their degree. In all, the Mentoring Centre offers a place for students to talk about concerns and problems that they might have in any facet of their lives. While students are able to voice their concerns and problems without fear of judgment, mentors can garner further insight in issues unique to students and find a more practical solution to better improve the services that the Faculty of Social Sciences offers, as well as the services offered by the University of Ottawa. Academic Writing Help Centre ‐ http://www.sass.uottawa.ca/writing/ At the AWHC you will learn how to identify, correct and ultimately avoid errors in your writing and become an autonomous writer. In working with our Writing Advisors, you will be able to acquire the abilities, strategies and writing tools that will enable you to: • Master the written language of your choice • Expand your critical thinking abilities • Develop your argumentation skills • Learn what the expectations are for academic writing Career Services ‐ http://www.sass.uottawa.ca/careers/ Career Services offers various services and a career development program to enable you to recognize and enhance the employability skills you need in today's world of work. Counselling Service‐ http://www.sass.uottawa.ca/personal/ There are many reasons to take advantage of the Counselling Service. We offer: • Personal counselling • Career counselling • Study skills counselling Access Service ‐ http://www.sass.uottawa.ca/acces/ The Access Service contributes to the creation of an inclusive environment by developing strategies and implementing measures that aim to reduce the barriers to learning for students who have learning disabilities, health, psychiatric or physical conditions. Student Resources Centres ‐ http://www.communitylife.uottawa.ca/en/resources.php The Student Resources Centres aim to fulfill all sorts of students needs.
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Beware of Academic Fraud! Academic fraud is an act committed by a student to distort the marking of assignments, tests, examinations, and other forms of academic evaluation. Academic fraud is neither accepted nor tolerated by the University. Anyone found guilty of academic fraud is liable to severe academic sanctions. Here are a few examples of academic fraud: • engaging in any form of plagiarism or cheating; • presenting falsified research data; • handing in an assignment that was not authored, in whole or in part, by the student; • submitting the same assignment in more than one course, without the written consent of the professors concerned. In recent years, the development of the Internet has made it much easier to identify academic plagiarism. The tools available to your professors allow them to trace the exact origin of a text on the Web, using just a few words. In cases where students are unsure whether they are at fault, it is their responsibility to consult the University’s Web site at the following address: http://www.socialsciences.uottawa.ca/eng/writing_tools.asp « Tools for Writing Papers and Assignments ». Persons who have committed or attempted to commit (or have been accomplices to) academic fraud will be penalized. Here are some examples of the academic sanctions, which can be imposed: • a grade of « F » for the assignment or course in question; • an additional program requirement of between 3 and 30 credits; • suspension or expulsion from the Faculty. Last session, most of the students found guilty of fraud were given an « F » for the course and had between three and twelve credits added to their program requirement. For more information, refer to: http://www.uottawa.ca/academic/info/newsletter/fraud_e.html
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