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POEC/PSCI 6362

Course Office Phone 972-883-6843


Political Development
Professor Dr. Holmes Office Location Gr 3.209
Term Spring 2009 Email Address jholmes@utdallas.edu
Thurs 1-3:45
Meetings Office Hours 9-9:50 Tuesday & Thursday
Gr 3.604
read the material at least once before class.
General Course Information
Course Description The class will be a discussion based Cell Phones: Due to receiving numerous complaints
seminar. One of the main objectives of this course is for you
to become aware of the different perspectives and approaches from students, this policy is necessary. If you allow your cell
to development. In the process, you should be able to phone or beeper to audibly ring or beep in class, you will be
identify and appreciate different definitions, ideas, and penalized. The first time is a warning, after that you lose
assumptions of the different theories and approaches. points. The penalty starts at two percentage points and will
Development can include a focus on economic development, double every time thereafter. If you answer the phone, no
political development, democratization or political stability, warning will be granted and you will be immediately assessed
among others. Finally, we will discuss the theories of the penalty.
development in regard to actual world institutions, policies
and country experiences. Classroom Citizenship: I expect students to be attentive
during class and to actively participate in group activities.
Learning Objectives: Course content is designed to develop You are expected to listen respectfully to me and to other
students’ international awareness and analytical ability. students when speaking. Racism, sexism, homophobia,
Course assignments aim to develop students’ abilities to classism, ageism and other forms of bigotry are inappropriate
analyze world affairs, to formulate arguments, to read to express in this class. We may discuss issues that require
critically, and to write well. Specifically, students should sensitivity and maturity. Disruptive students will be asked to
understand the debates about the causes of terrorism, leave and may be subject to disciplinary action.
consequences of terrorism, and the merits of different policy
responses to terrorism Student Conduct and Discipline: The University of Texas
System and The University of Texas at Dallas have rules and
Required Texts & Materials regulations for the orderly and efficient conduct of their
All books are available at the campus bookstore and at Off business. It is the responsibility of each student and each
Campus Books. student organization to be knowledgeable about the rules and
regulations which govern student conduct and activities.
• Charles Tilly Big Structures, Large Processes, Huge The University of Texas at Dallas administers student
Comparisons (New York: Russell Sage Foundation, 1984). discipline within the procedures of recognized and
• Plus – one more TBD. Numerous articles available in established due process. Procedures are defined and
electronic format through the library’s electronic described in the Rules and Regulations, Board of Regents,
databases. The University of Texas System, Part 1, Chapter VI, Section
3, and in Title V, Rules on Student Services and Activities of
Course Policies the university’s Handbook of Operating Procedures. Copies
Grading (credit) Criteria: of these rules and regulations are available to students in the
• Class Participation: 20% = (days you are not leading Office of the Dean of Students, where staff members are
discussion) available to assist students in interpreting the rules and
• Paper 1: 25% = (20% paper & 5% presentation/ leading regulations (SU 1.602, 972/883-6391).
discussion) A student at the university neither loses the rights nor escapes
the responsibilities of citizenship. He or she is expected to
• Paper 2: 25% = (20% paper & 5% presentation/ leading obey federal, state, and local laws as well as the Regents’
discussion) Rules, university regulations, and administrative rules.
• Bibliographic Essay: 25% Thursday May 7th 1 pm (via Students are subject to discipline for violating the standards
email) of conduct whether such conduct takes place on or off
campus, or whether civil or criminal penalties are also
Attendance: Class attendance is required. You are imposed for such conduct.
responsible for all announcements and information given in
class. 20% of the grade is based on participation during class. Academic Integrity: The faculty expects from its students a
high level of responsibility and academic honesty. Because
Late Work: No late extra credit papers will be accepted. the value of an academic degree depends upon the absolute
integrity of the work done by the student for that degree, it is
Expectations of Students: The exams are based on lecture imperative that a student demonstrate a high standard of
material and required readings. Some of the lecture material individual honor in his or her scholastic work.
will not be in the readings. (The professor will not provide Scholastic dishonesty includes, but is not limited to,
copies of class notes). The students should have carefully statements, acts or omissions related to applications for
enrollment or the award of a degree, and/or the submission a written appeal to the School Dean. If the grievance is not
as one’s own work or material that is not one’s own. As a resolved by the School Dean’s decision, the student may
general rule, scholastic dishonesty involves one of the make a written appeal to the Dean of Graduate or
following acts: cheating, plagiarism, collusion and/or Undergraduate Education, and the deal will appoint and
falsifying academic records. Students suspected of academic convene an Academic Appeals Panel. The decision of the
dishonesty are subject to disciplinary proceedings. Academic Appeals Panel is final. The results of the academic
Plagiarism, especially from the web, from portions of papers appeals process will be distributed to all involved parties.
for other classes, and from any other source is unacceptable Copies of these rules and regulations are available to students
and will be dealt with under the university’s policy on in the Office of the Dean of Students, where staff members
plagiarism (see general catalog for details). This course will are available to assist students in interpreting the rules and
use the resources of turnitin.com, which searches the web for regulations.
possible plagiarism and is over 90% effective.
Incomplete Grades: As per university policy, incomplete
Email Use: The University of Texas at Dallas recognizes the grades will be granted only for work unavoidably missed at
value and efficiency of communication between faculty/staff the semester’s end and only if 70% of the course work has
and students through electronic mail. At the same time, email been completed. An incomplete grade must be resolved
raises some issues concerning security and the identity of each within eight (8) weeks from the first day of the subsequent
individual in an email exchange. The university encourages all long semester. If the required work to complete the course
official student email correspondence be sent only to a and to remove the incomplete grade is not submitted by the
student’s U.T. Dallas email address and that faculty and staff specified deadline, the incomplete grade is changed
consider email from students official only if it originates from automatically to a grade of F.
a UTD student account. This allows the university to
maintain a high degree of confidence in the identity of all Webct: Webct is used in this class. This is how I will
individual corresponding and the security of the transmitted communicate with you. You are responsible for
information. UTD furnishes each student with a free email announcements made through webct. Please select a
account that is to be used in all communication with forwarding address in your mail preferences if you do not
university personnel. The Department of Information regularly check your utdallas email.
Resources at U.T. Dallas provides a method for students to
have their U.T. Dallas mail forwarded to other accounts. Disability Services: The goal of Disability Services is to
provide students with disabilities educational opportunities
Withdrawal from Class: The administration of this equal to those of their non-disabled peers. Disability Services
institution has set deadlines for withdrawal of any college- is located in room 1.610 in the Student Union. Office hours
level courses. These dates and times are published in that are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday
semester's course catalog. Administration procedures must be and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m.
followed. It is the student's responsibility to handle to 5:30 p.m.
withdrawal requirements from any class. In other words, I The contact information for the Office of Disability Services
cannot drop or withdraw any student. You must do the is:
proper paperwork to ensure that you will not receive a final The University of Texas at Dallas, SU 22
grade of "F" in a course if you choose not to attend the class PO Box 830688
once you are enrolled. Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)
Student Grievance Procedures: Procedures for student Essentially, the law requires that colleges and universities
grievances are found in Title V, Rules on Student Services make those reasonable adjustments necessary to eliminate
and Activities, of the university’s Handbook of Operating discrimination on the basis of disability. For example, it may
Procedures. be necessary to remove classroom prohibitions against tape
In attempting to resolve any student grievance regarding recorders or animals (in the case of dog guides) for students
grades, evaluations, or other fulfillments of academic who are blind. Occasionally an assignment requirement may
responsibility, it is the obligation of the student first to make be substituted (for example, a research paper versus an oral
a serious effort to resolve the matter with the instructor, presentation for a student who is hearing impaired). Classes
supervisor, administrator, or committee with whom the enrolled students with mobility impairments may have to be
grievance originates (hereafter called “the respondent”). rescheduled in accessible facilities. The college or university
Individual faculty members retain primary responsibility for may need to provide special services such as registration,
assigning grades and evaluations. If the matter cannot be note-taking, or mobility assistance. It is the student’s
resolved at that level, the grievance must be submitted in responsibility to notify his or her professors of the need for
writing to the respondent with a copy of the respondent’s such an accommodation. Disability Services provides
School Dean. If the matter is not resolved by the written students with letters to present to faculty members to verify
response provided by the respondent, the student may submit that the student has a disability and needs accommodations.
Individuals requiring special accommodation should contact automatically number the reference and place it at the
the professor after class or during office hours. bottom of the page. The style is as follows:
Examples of footnotes:
Resources to Help You Succeed: The university offers 1 David Stafford, Britain and European Resistance (Toronto:

assistance to students in many areas. Please do not feel University of Toronto Press, 1980), 90.
stigmatized by using these resources. Good students become 2 James F. Powers, "Frontier Municipal Baths and Social

better students by using them. Interaction in Thirteenth-Century Spain," American Historical


Learning Resource Center offers a variety of programs to Review 84 (June 1979): 655.
help you, ranging from individual tutoring to review classes Bibliography:
for the GRE, GMAT, etc. They are located in MC2.402 and Stafford, David. Britain and European Resistance. Toronto:
can be reached at 883-6707. University of Toronto Press, 1980.
Powers, James F. "Frontier Municipal Baths and Social
Religious Holy Days: The University of Texas at Dallas Interaction in Thirteenth-Century Spain." American
will excuse a student from class or other required activities Historical Review 84 (June 1979): 649-67.
for the travel to and observance of a religious holy day for a According to The Chicago Manual of Style, "the full reference
religion whose places of worship are exempt from property of a note, as in a bibliographic entry, must include enough
tax under Section 11.20, Tax Code, Texas Code Annotated. information to enable the interested reader to find it in a
The student is encouraged to notify the instructor or activity library, though the form of the note need not correspond
sponsor as soon as possible regarding the absence, preferably precisely to that of the library catalog."1
in advance of the assignment. The student, so excused, will 2. Use a 12 point font.
be allowed to take the exam or complete the assignment 3. The text should be typed, double spaced, and have one
within a reasonable time after the absence: a period equal to inch margins.
the length of the absence, up to a maximum of one week. A 4. Do not add extra spaces between paragraphs.
student who notifies the instructor and completes any missed 5. Number the pages.
exam or assignment may not be penalized for the absence. A 6. Include a title page with your name, course title, and
student who fails to complete the exam or assignment within date.
the prescribed period may receive a failing grade for that 7. Include a bibliography.
exam or assignment. If a student or an instructor disagrees Style:
about the nature of the absence [i.e., for the purpose of 1. Include an introduction and conclusion with
observing a religious holy day] or if there is similar appropriate outlines and summation of the main points
disagreement about whether the student has been given a of your paper.
reasonable time to complete any missed assignments or 2. Use topic sentences in your paragraphs. (Please – no
examinations, either the student or the instructor may request two sentence paragraphs or two page paragraphs!)
a ruling from the chief executive officer of the institution, or 3. Do not use a casual tone. (For example, do not use
his or her designee. The chief executive officer or designee contractions such as “can’t,” “wouldn’t”, etc.)
must take into account the legislative intent of TEC 4. Avoid speaking in the first person. (For example, “In
51.911(b), and the student and instructor will abide by the this paper I will …”)
decision of the chief executive officer or designee. 5. Spell check!
Sources:
Off-Campus Instruction and Course Activities: Off- 1. Cite often. An overabundance of citations is always
campus, out-of-state, and foreign instruction and activities are preferable to too few. Cite as if you want the reader to
subject to state law and University policies and procedures be able to easily refer to your sources when you refer
regarding travel and risk-related activities. Information to facts, quotations, and interpretations.
regarding these rules and regulations may be found at 2. If someone else says it, you must give credit to him or
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activ her. If you repeat the author verbatim, you must quote
ities.htm. Additional information is available from the office and cite the author. If you paraphrase his or her
of the school dean words, you must cite the author. Failure to do this is
plagiarism.
Style Expectations (All Written Assignments)
Format: A good reference for writing standards and
1. Use footnotes. (See The Chicago Manual of Style for references is the Chicago Manual of Style. If in
details). A summary can be found at doubt, please consult it.
http://www.libs.uga.edu/ref/chicago.html Use the
documentary note style -not the author note system!!! This
is not the MLA form of citation. MLA citation is an
author-date system. If using Microsoft word, under the 1
insert menu, choose reference and then footnote to Chicago Manual of Style, 13th ed. (Chicago: University of
Chicago Press, 1982), 487.
This syllabus is tentative and subject to change. Please feel free to contact me about any concerns you have
about the course.
Paper Objectives and Guidelines
Substantive Expectations (First Paper):
In the first two papers, you should demonstrate a general understanding of the issues raised in the book.
The object of this critical review should be to identify the central issues that assigned readings for the
week address. Students writing papers will present their analysis in class (~15 minutes). To
accommodate seminar discussion, the critical analyses will be due no later than 24 hours in advance of
seminar meeting time. Students shall email copies of the paper to fellow participants and the instructor by
2:30 the previous Wednesday. In addition, you should be able to evaluate different theories and
approaches, identifying the relevant assumptions, definitions, strengths, and weaknesses of each. Finally,
you should be able to create a critical, engaged argument, using the texts as evidence. For the papers
based on the assigned readings, it is the responsibility of the participant to place copies of the paper in the
mail boxes of your fellow students at least 24 hours in advance of the class. The paper should take into
account the following questions:
1. What is the purpose of the book, what is the theoretical concern, and what concepts are
developed?
2. What is being studied, i.e. what is the unit of analysis and the scope of the study?
3. How is it being studied, in terms of what variables?
4. To what degree does the study conform to the criteria of the logic of scientific explanation? Or
does it conform to an alternative form of inquiry?
5. Are the conclusions suggestive or proven? Do the data support the inference?
6. What is the book’s significance? How does it fit into the literature?
7. How does the book challenge or add to our understanding of development?
8. What are the strengths and shortcomings of the book?

Students writing papers will present their analysis in class (~15 minutes) and help lead discussion. The
matrix for grading presentations is as follows:
• Presentation Style: (e.g. professional, well-organized, maintain eye contact with audience, speak
loudly/clearly/slowly, able to respond to questions easily, time management)
• Content: (e.g. organized, logical flow, overview of issue provided, clear arguments, supporting
information provided, use of outside research, integrate course material into presentation)
• Discussion Questions (provision of stimulating and relevant questions relating your book to the
other required readings)

Final Paper (Bibliographic Essay)


Exemplars can be found in the Annual Review of Political Science. In general, you should provide a critical
evaluation of the included sources, compare and contrast them, group them substantively. See faculty.tamu-
commerce.edu/droyal/Writing%20a%20Bibliographic%20Essay.doc
for an excellent guide to writing a bibliographic essay.

Please feel free to contact me about any concerns you have about the course. This syllabus is
tentative and subject to change.

Reading Assignments
Thursday January 15 Introduction
During the first seminar meeting, students shall sign up for weeks in which they will write critical
reviews.

Thursday January 22 Definitions and Conceptualization

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1. David Collier and Robert Adock. 1999. “Democracy and Dichotomies: A Pragmatic Approach to Choices about
Concepts.” Annual Review of Political Science 2: 537-65.
2. Giovanni Sartori, “Concept Misformation in Comparative Politics,” American Political Science Review 64
(1970): 1033-1053.
3. David Collier and Steven Levitsky, “Democracy with Adjectives: Conceptual Innovation in Comparative
Research,” World Politics 49:3 (April 1997): 430-51.
4. Kenneth Bollen, “Political Democracy: Conceptual and Measurement Traps,” Studies in Comparative
International Development 25:1 (Spring 1990): 7-24.
5. Hirschman, "The Search for Paradigms as a Hindrance to Understanding," World Politics, 22 (April 1970)
6. Munck, Gerardo L. “The Regime Question: Theory Building in Democracy Studies” World Politics, vol. 54,
no. 1, pp. 119-144, Oct 2001

Thursday January 29
Tilly, Charles Big Structures, Large Processes and Huge Comparisons
Atul Kohli et al. 1995. “The Role of Theory in Comparative Politics: A Symposium.” World
Politics 48 (October): 1-49.

Thursday February 5 Comparative History and Path Dependence


Necessary and sufficient conditions, structural explanations, causal mechanisms,
1. Philip Tetlock and Lebow, Richard Ned “Poking Counterfactual Holes in Covering Laws: Cognitive Styles
and Historical Reasoning” American Political Science Review, vol. 95, no. 4, pp. 829-843, Dec 2001
2. Call, Charles T. “Democratisation, War and State-Building: Constructing the Rule of Law in El Salvador”
Journal of Latin American Studies, vol. 35, no. 4, pp. 827-862, Nov 2003
3. Nancy Bermeo, “Democracy and the Lessons of Dictatorship,” Comparative Politics 24:3 (April 1992):
273-91l;
4. Arend Lijphart, “Explaining Political and Economic Change in Post-Communist Eastern Europe: Old
Legacies, New Institutions, Hegemonic Norms, and International Pressures,” Comparative Political Studies
28:2 (July 1995): 171-99.
5. Mahoney, James. “Path-Dependent Explanations of Regime Change: Central America in Comparative
Perspective”. Studies in Comparative International Development, Spring2001, Vol. 36 Issue 1, p111, 31p
6. Joseph Femia. “Barrington Moore and the Preconditions for Democracy.” BJPS Vol. 2, No. 1 (Jan., 1972),
pp. 21-46.
Books:
Moore, Barrington. Social Origins of Dictatorship and Democracy (Boston: Beacon Press, 1993).
Skocpol, Theda. States and Social Revolutions (New York: Cambridge University Press,1979).
Dietrich Rueschemeyer, John D. Stephens, and Evelyne Huber Stephens, Capitalist Development and Democracy
(Chicago: University of Chicago Press, 1992)
Hilton L. Root. Peasants and King in Burgundy: Agrarian Foundations of French Absolutism. Berkeley:
University of California Press, 1987.

Thursday February 12 Colonialism and Political Development


1. Hamarneh, Mustafa. 2000. “Democratization in the Mashreq: The Role of External Factors”
Mediterranean Politics, vol. 5, no. 1, pp. 77-95, spring 2000
2. Brown, David. 2000. “Democracy, Colonization, and Human Capital in Sub-Saharan Africa”
Studies in Comparative International Development, vol. 35, no. 1, pp. 20-40, spring 2000
3. Lange, Matthew K. “British Colonial Legacies and Political Development” World Development,
vol. 32, no. 6, pp. 905-922, June 2004
4. Presbitero, Andrea F. “Institutions And Geography As Sources Of Economic Development”
Journal of International Development, vol. 18, no. 3, pp. 351-378, Apr 2006
5. Radcliffe, Sarah A. “Development and Geography: Towards a Postcolonial Development
Geography?” Progress in Human Geography, vol. 29, no. 3, pp. 291-298, June 2005

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6. Woods, Dwayne “Latitude or Rectitude: Geographical or Institutional Determinants of
Development” Third World Quarterly, vol. 25, no. 8, pp. 1401-1414, Dec 2004

Matthew Lange and Dietrich Rueschemeyer 2005 States and development :historical antecedents of stagnation and
advance /New York : Palgrave Macmillan.
Matthew Lange 2009 Lineages of despotism and development :
British colonialism and state power /Chicago ; London : The University of Chicago Press.
Bertrand Badie 2000 The imported state : the westernization of the political orderStanford, Calif. : Stanford
University Press

Thursday February 19th State Building and War


1. Centeno 1997 Miguel Angel “Blood and Debt: War and Taxation in Nineteenth-Century Latin America”
The American Journal of Sociology Vol 102 No 6: 1565-1605.
2. Cameron G. Thies “War, Rivalry, and State Building in Latin America” American Journal of
Political Science, Volume 49, Number 3 (July 2005) 451 – 465
3. Kiser, Edgar; Linton, April. 2001. “Determinants of the Growth of the State: War and Taxation in
Early Modern France and England” Social Forces, vol. 80, no. 2, pp. 411-448, Dec 2001
4. Wantchekon, Leonard. “The Paradox of "Warlord" Democracy: A Theoretical Investigation
American Political Science Review, vol. 98, no. 1, pp. 17-33, Feb 2004
5. Taylor, Brian D; Botea, Roxana “Tilly Tally: War-Making and State-Making in the
Contemporary Third World” International Studies Review, vol. 10, no. 1, pp. 27-56, Mar. 2008
6. Thies, Cameron G. “Public Violence and State Building in Central America” Comparative
Political Studies, vol. 39, no. 10, pp. 1263-1282, December 2006

Charles Tilly. 1992. Coercion, Capital, and European States. Cambridge, MA: Blackwell.
Miguel Angel Centeno and Fernando López Alves, eds. The Other Mirror: Grand Theory through the
Lens of Latin America Princeton: Princeton University Press.
Lopez-Alves, Fernando. 2000. State formation and democracy in Latin America, 1810-1900. Duke
University Press, 2000.
Tilly Coercion, Capital, and European States
States and Development: Historical Antecedents of Stagnation and Advance (Palgrave Macmillan, 2005)

Thursday February 26th Modernization Theory:


1. Wiarda, H. "Toward a Framework for the Study of Political Change in the Iberic Tradition: The
Corporative Model," World Politics 25, 2 (1973): 206-235
2. Phillips Cutright, “National Political Development: Measurement and Analysis,” American Sociological
Review 28 (1963): 253-64.
3. Thomas, Linus J.; “Neoclassical Development Theory and the Prebisch Doctrine: A Synthesis”
American Economist, Spring 1994, v. 38, iss. 1, pp. 75-81.
4. Adam Przeworski and Fernando Limongi, "Modernization: Theories and Facts," World Politics 49 (January
1997).
5. Zehra Arat, “Democracy and Economic Development: Modernization Theory Revisited,”
Comparative Politics 21 (1988): 21-36
6. Seymour Martin Lipset, “The Social Requisites of Democracy Revisited: 1993 Presidential Address,”
American Sociological Review 59 (February 1994): 1-22.
7. Epstein, David L.; Bates, Robert; Goldstone, Jack; Kristensen, Ida; O'Halloran, Sharyn
“Democratic Transitions” American Journal of Political Science, vol. 50, no. 3, pp. 551-569, July
2006
Books:
Samuel Huntington, Political Order in Changing Societies (New Haven: Yale University Press, 1968).

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Apter, David E. 1965. The Politics of Modernization Chicago: University of Chicago Press.

Thursday March 5th Dependency and its Aftermath


1. Velasco, Andres, “Dependency Theory” Foreign Policy, no. 133, pp. 44-45, Nov-Dec 2002
2. Almond, Gabriel A. 1965. "A Developmental Approach to Political Systems." World Politics
17 (January) 183-214.
3. Arturo and J. Samuel Valenzuela, "Modernization and Dependency," Comparative Politics (July
1978) 535-557.
4. Jackson, Steven, Bruce Russett, Duncan Snidal and David Sylvan. 1979. "An Assessment of
Empirical Research on Dependencia." Latin American Research Review 14(3), 7-28.
5. Frances Hagopian. “Political Development, Revisited.” Comparative Political Studies, Volume
33, Number 6 (August 1, 2000), pp. 880-911
6. Rudolph, Susanne Hoeber “The Imperialism of Categories: Situating Knowledge in a Globalizing World”
Perspectives on Politics, vol. 3, no. 1, pp. 5-14, Mar 2005

Books:
Bertrand Badie. 2000. The imported state :the westernization of the political order Stanford, Calif. :
Stanford University Press,
Apter, David E. Rethinking Development: Modernization, Dependency, and Postmodern Politics
Newbury Park, CA: Sage Publications
Evans, Peter. Dependent Development. The Alliance of Multinationals, the State and Local Capital in
Brazil (Princeton: Princeton University Press) 1979
Peter Evans. 1995. Embedded autonomy : States and Industrial Transformation. Princeton: Princeton
University Press.
Becker, David G. et al. 1987 Post-imperialism, International Capitalism and Development in the Late
Twentieth Century Boulder, Colorado: Lynne Rienner Publishers.

Thursday March 12
Structure and agency; process; What is theory? deductive vs. inductive approaches

1. Terry Lynn Karl and Philippe C. Schmitter, "Modes of Transition in Latin America, Southern and Eastern
Europe," International Social Science Journal (May 1991), pp. 269-284.
2. John Higley and Michael G. Burton, "The Elite Variable in Democratic Transitions and Breakdowns,"
American Sociological Review Vol. 54, No. 1, Feb. 1989, pp. 17-32.]
3. Frances Hagopian, "'Democracy by Undemocratic Means' Elites, Political Pacts, and Regime Transition in
Brazil." Comparative Political Studies 23, no. 2 (July 1990), pp. 147-169.
4. Barbara Geddes, "Paradigms and Sandcastles: Research Design in Comparative Politics,” APSA-CP
Newsletter 8:1 (Winter 1997): 18-21. (http://www.nd.edu/~apsacp/apsa1997.html)
5. Howard, Marc Morje; Roessler, Philip G. “Liberalizing Electoral Outcomes in Comparative
Authoritarian Regimes” American Journal of Political Science, vol. 50, no. 2, pp. 365-381, Apr
2006.
6. Harry Eckstein, 1982. "The Idea of Political Development: From Dignity to Efficiency." World
Politics 34 (July), 451-486.

Books:
Juan J. Linz, The Breakdown of Democratic Regimes: Crisis, Breakdown, and Reequilibration (Johns Hopkins,
1978). 130 pp. ISBN 0-8018-2009-X
Guillermo O’Donnell and Phillippe Schmitter, Transitions from Authoritarian Rule: Tentative Conclusions about
Uncertain Transitions (Johns Hopkins UP, 1986). 71 pp. ISBN 0-8018-2682-9

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Gretchen Caspar and Michelle M. Taylor, Negotiating Democracy: Transitions from Authoritarian Rule (U
Pittsburgh Press, 1996).
Giuseppi di Palma. 1990. To Craft Democracies: An Essay on Democratic Transitions. Berkeley: University of
California Press.
Paul Drake and Mathew McCubbins, (eds.) 1998. The Origins of Liberty: Political and Economic Liberalization in
the Modern World. Princeton: Princeton University Press.

Thursday March 19th Spring Break

Thursday March 26th Third Wave/ Democratization & Democracy

1. Barbara Geddes. 1999. “What Do We Know About Democratization After TwentyYears?” Annual Review of
Political Science 2: 115-44.
2. Rose, Richard; Shin, Doh Chull, “Democratization Backwards: The Problem of Third-Wave Democracies”
British Journal of Political Science, vol. 31, no. 2, pp. 331-354, Apr 2001
3. Karen Remmer, “The Sustainability of Political Democracy: Lessons from South America,” Comparative
Political Studies 29:6 (December 1996): 611-34.
4. Armony, Ariel C.; Schamis, Hector E. “Babel in Democratization Studies” Journal of Democracy, vol. 16,
no. 4, pp. 113-128, Oct 2005
5. Croissant, Aurel, and Wolfgang Merkel. 2004. Introduction: Democratization in the early twenty-first
century. Democratization 11, (5) (Dec): 1-9.
6. Bunce, Valerie. 2000. Comparative democratization: Big and bounded generalizations. Comparative
Political Studies 33, (6-7) (Aug-Sept): 703-734.

Books:
Samuel Huntington, The Third Wave: Democratization in the Late Twentieth Century (Norman: U Oklahoma P,
1991)
Przeworski, Adam, et al. 2000. Democracy and Development: Political Institutions and material Well-Being in the
World, 1950-1990. Cambridge: Cambridge University Press.
Lijphart, Arend. 1999. Patterns of Democracy: Government Forms and Performance in Thirty-Six Countries. New
Haven: Yale University Press.
Charles Tilly, Social Movements: 1768-2004 (Paradigm, 2004)
Dalpino, Catharin E. Deferring democracy : promoting openness in authoritarian regimes Washington, D.C. :
Brookings Institution Press, 2000.

April 2nd Democratic Consolidation:

1. Adam Przeworski, Michael Alvarez, José Antonio Cheibub, and Fernando Limongi, “What Makes
Democracies Endure?” Journal of Democracy 7:1 (January 1996): 39-55
2. Juan J. Linz and Alfred Stepan, “Toward Consolidated Democracies,” Journal of Democracy 7:2 (April
1996): 14-33.
3. Guillermo O’Donnell, “Illusions about Consolidation,” Journal of Democracy 7:2 (April 1996): 34-51; and
the debate on it in JoD 7:4 (October 1996): 151-68.
4. E. Huber, D. Rueschemeyer, and J.D. Stephens, “The Paradoxes of Contemporary Democracy: Formal,
Participatory, and Social Dimensions,” Comparative Politics 29:3 (April 1997): 323-342.
5. Schedler, Andreas. “Measuring Democratic Consolidation” Studies in Comparative International
Development, Spring2001, Vol. 36 Issue 1, p66,)
6. Kurtz, Marcus J. 2004. The dilemmas of democracy in the open economy: Lessons from Latin America.
World Politics 56, (2) (Jan): 262-302
7. Bunce, Valerie. 2003. Rethinking recent democratization: Lessons from the post-communist experience.
World Politics 55, (2) (Jan): 167-192

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Books:
Juan J. Linz and Alfred Stepan, Problems of Democratic Transition and Consolidation (Johns Hopkins UP, 1996).
Politics of Democratic Consolidation: Southern Europe in Comparative Perspective Edited by Richard Gunther,
P. Nikiforos Diamandouros, and Hans- Jurgen Puhle. (Baltimore: Johns Hopkins University Press, 1995)
Adam Przeworski. 1995. Sustainable Democracy. New York: Cambridge University Press.
Stephan Haggard and Robert Kaufman, 1995. The Political Economy of Democratic Transitions. Princeton:
Princeton University Press.
Does Democracy Help the Poor

Thursday April 9th Diffusion and regional effects


Cross-unit/transnational causation, time-series analysis.

1. Harvey Starr, “Democratic Dominoes: Diffusion Approaches to the Spread of Democracy in the
International System,” Journal of Conflict Resolution 35:2 (June 1991): 356-381.
2. John O'Loughlin, Michael D. Ward, et al., "The Diffusion of Democracy, 1946-1994," Annals of the
Association of American Geographers, 88:4 (December 1998): 545-74. [The original is in color and is
worth seeing.]
3. Pevehouse, Jon C. 2002. “Democracy from the Outside-In? International Organizations and
Democratization” International Organization, 56/ 3 (Summer): 515-549.
4. Gleditsch KS, Ward MD “Diffusion and the international context of democratization” International
Organization 60 (4): 911-933 FAL 2006
5. Bell, James E.; Staeheli, Lynn A. “Discourses of Diffusion and Democratization” Political Geography, vol.
20, no. 2, pp. 175-195, Feb 2001
6. Brinks, Daniel; Coppedge, Michael “Diffusion Is No Illusion: Neighbor Emulation in the Third Wave of
Democracy” Comparative Political Studies, vol. 39, no. 4, pp. 463-489, May 2006
7. Levitsky, Steven; Way, Lucan A “International Linkage and Democratization” Journal of Democracy, vol.
16, no. 3, pp. 20-34, July 2005

Books:
John Markoff, Waves of Democracy: Social Movements and Political Change (SAGE, 1996);
Laurence Whitehead, ed., The International Dimensions of Democratization: Europe and the Americas (Oxford
UP, 1996).
International Democracy and the West: The Role of Governments, Civil Society, and Multinational Business. By
Richard Youngs. Oxford University Press, 2005.

April 16th Regime Types and Economic Performance


1. Kwon, Hyeok Yong. 2004. Economic reform and democratization: Evidence from Latin America and post-
socialist countries. British Journal of Political Science 34, (2) (Apr): 357-368
2. Epstein, David L.; Bates, Robert; Goldstone, Jack; Kristensen, Ida; O'Halloran, Sharyn “Democratic
Transitions” American Journal of Political Science, vol. 50, no. 3, pp. 551-569, July 2006
3. Krieckhaus J “Democracy and economic growth: How regional context influences regime effects” British
Journal of Political Science 36: 317-340 Part 2 APR 2006
4. Adam Przeworski; Fernando Limongi, “Political Regimes and Economic Growth,” The Journal of Economic
Perspectives, Vol. 7, No. 3. (Summer, 1993), pp. 51-69.
5. Shevtsova L “The limits of bureaucratic authoritarianism” Journal of Democracy 15 (3): 67-77 JUL 2004
6. Carles Boix and Susan Stokes. 2003.´”Endogenous Democratization,” World Politics 55: 517-549.
7. Robinson, James A. “Economic Development and Democracy” Annual Review of Political Science, vol. 9, pp.
503-527, 2006

Books:

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Carles Boix. 2003. Democracy and redistribution Cambridge, UK ; New York : Cambridge University Press
Stephan Haggard and Robert R. Kaufman, The Political Economy of Democratic Transitions
Larry Diamond and Marc F. Plattner, eds, Economic Reform and Democracy (Baltimore: Johns Hopkins University
Press, 1995):
Hernando De Soto, The Other Path: The Invisible Revolution in the Third World (New York: Harper and Row,
1989)
José María Maravall, Regimes, Politics and Markets (Oxford: Oxford University Press 1997)
Przeworski, A, Alvarez, M, Cheibub, J A & Limongi, F (2000). Democracy and development.. New York:
Cambridge University Press.
Migdal, Joel. Strong Societies & Weak States State-Society Relations & State Capabilities in the Third World
(Princeton: Princeton University Press, 1988)
Hernando De Soto, The Mystery of Capital: Why Capitalism Triumphs in the West and Fails Everywhere Else
(London: Bantam Press, 2000)
Amy Chua. 2003. World on Fire: How Exporting Free Market Democracy Breeds Ethnic Hatred and Global
Instability
Rec:
Robert A. Dahl, "Why Free Markets Are Not Enough," Journal of Democracy 3, 3 (July 1992), pp. 82-89.

Thursday April 23rd


Culture and Cleavages
What is culture? static causes, inertia, case selection, vicious/virtuous cycles; share data on democracy and
religion.

1. Robert W. Jackman and Ross A. Miller, “A Renaissance of Political Culture?” American Journal of
Political Science 40:3 (August 1996): 632-59.
2. Fukuyama, Francis “Social capital, civil society and development” Third World Quarterly, Feb2001, Vol.
22 Issue 1.
3. Sidney Tarrow, “Making Social Science Work Across Space and Time: A Critical Reflection on Robert
Putnam’s Making Democracy Work,” American Political Science Review 90:2 (June 1996): 389-97;
4. Edward N. Muller and Mitchell A. Seligson, "Civic Culture and Democracy: The Question of Causal
Relationships," American Political Science Review 88, no. 3 (September 1994), pp. 635-652.
5. Hadenius, A, Teorell, J “Cultural and economic prerequisites of democracy: Reassessing recent evidence”
Studies in comparative international development 2005 Volume: 39 Issue: 4 Page: 87 -106
6. Philpott, Daniel, “The Catholic Wave” Journal of Democracy, vol. 15, no. 2, pp. 32-46, Apr 2004
7. Teorell, Jan; Hadenius, Axel “Democracy without Democratic Values: A Rejoinder to Welzel and
Inglehart” Studies in Comparative International Development (SCID) Volume 41, Number 3 / September,
2006 96-111
Books:
Putnam, Robert. Making Democracy Work: Civic Traditions in Modern Italy (Princeton: Princeton Univ
Press, 1994).
Crawford Young. 1994. The African State in Comparative Perspective.
Lisa Anderson. 1984. The State and Social Transformation.
Judith Tendler, 1997. Good Government in the Tropics. Baltimore: Johns Hopkins.
Laura A Reese; Raymond A Rosenfeld 2002 The civic culture of local economic development /Thousand Oaks,
Calif. : Sage Publications
Xavier N De Souza Briggs. 2008. Democracy as problem solving :civic capacity in communities across the globe
/Cambridge, Mass. : MIT Press
Rec.
Donald L. Horowitz, "Democracy in Divided Societies," Journal of Democracy 4:4 (October 1993): 18-38.

April 30th Functionings Approach

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1. Welzel, Christian; Inglehart, Ronald; Klingemann, Hans-Dieter “The Theory of Human
Development: A Cross-Cultural Analysis” European Journal of Political Research, vol. 42, no. 3,
pp. 341-379, May 2003
2. Evans, Peter. “Development as Institutional Change: The Pitfalls of Monocropping and the
Potentials of Deliberation” Studies in Comparative International Development, vol. 38, no. 4, pp.
30-52, winter 2004
3. Evans, Peter. “Collective Capabilities, Culture, and Amartya Sen's Development as Freedom”
Studies in Comparative International Development, vol. 37, no. 2, pp. 54-60, summer 2002
Books:
Nussbaum, Martha Women and Human Development The Capabilities Approach Cambridge:
Cambridge University Press, 2000.
Sen, Amartya. Development as Freedom. Oxford University Press, 1999.
Christian Welzel Modernization, Cultural Change, and Democracy: The Human Development Sequence
(Cambridge University Press, 2005).

Civil Military Relations & Functionings Approach


1. Bruneau, Thomas; Trinkunas, Harold “Democratization as a Global Phenomenon and its Impact on Civil-
Military Relations” Democratization, vol. 13, no. 5, pp. 776-790, Dec 2006
2. David Pion-Berlin, "Military Autonomy and Emerging Democracies in South America," Comparative
Politics 25, no. 1 (October 1992), pp. 83-103.
3. Tanner, Murray Scot. 2000. Will the state bring you back in? policing and democratization. Comparative
Politics 33, (1) (Oct): 101-124

Book:
Alfred Stepan, Rethinking Military Politics: Brazil and the Southern Cone (Princeton: Princeton University Press,
1988)
Civil-Military Relations in Latin America: New Analytical Perspectives. Edited by David Pion-Berlin. Chapel Hill:
University of North Carolina Press, 2001.
Brian Downing. 1992. The Military Revolution and Political Change. Princeton: Princeton University Press.

Recommended Readings:
African Perspectives on Development: Controversies, Dilemmas and Openings Ulf Himmelstrand, Kabiru
Kinyanjui, and Edward Mburugu, eds. London: James Curry Ltd., 1994.
African Politics and Problems in Development Richard L. Sklar and C.S. Whitaker. Boulder: Lynne Rienner
Publishers, 1991.
Chilcote, Ronald H. 1984. Theories of Development and Underdevelopment Boulder, Colorado: Westview Press.
Civic Culture Gabriel Almond and Sydney Verba. 1963.
David Collier The New Authoritarianism in Latin America (Princeton, 1979) pp. 1-32
Dube, S.C. 1988. Modernization and Development: The Search for Alternative Paradigms London: Zed Books
and Tokyo: United Nations University.
Feminist Frameworks: Alternative Accounts of the Relations Between Women and Men Edited by Alison Jaggar
and Paula Rothenberg.(New York: McGraw-Hill) 1984. Ch.1 and conclusion
G. Bingham Powell Contemporary Democracies: Participation, Stability and Violence (Cambridge: Harvard
1982)
Hobson, J.A. 1965. Imperialism: A Study Ann Arbor: Ann Arbor Paperbacks, University of Michigan Press.
Prebisch, R. Hacia una dinamica del desarrollo latinoamericano Mexico, 1963.
Rostow, Walt W. 1960. The Stages of Economic Growth: A Non- Communist Manifesto Cambridge: Cambridge
University Press.
Weiner, Myron, and Samuel P. Huntington (eds.). 1987. Understanding Political Development Boston: Little
Brown.
Mao Zedong. 1971. “Some Questions Concerning Methods of Leadership.” Selected Works of Mao Tse-Tung. Peking: Foreign
Languages Press. Vol III, pp. 117-22.

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Papers

You must turn in a copy of your paper to me. In addition, you must submit the same paper electronically to:
http://turnitin.com/ You must register for turnitin.com before you do this. BOTH COPIES MUST BE RECEIVED BY THE
DEADLINE (5 pm the day before you present). .

Register and then log on to the class. The course number is 1422888 and the password is progress. Your paper will receive a
zero if it is not submitted to turnitin.com.

Adapted from Duke university guidelines for writers,


AVOIDING PLAGIARISM
GATHERING RESEARCH MATERIAL

Take time to make careful choices among -- and learn to use -- the research tools available to you. You will probably
find that your favorite Web search engine is not adequate, by itself, for college-level research. Consult with your professor or
a librarian. You may need to use specialized research tools, some of which may require learning new searching techniques.

Expect to make trips to the library. While you can access many of the library's resources from your home computer, you
may find that you need to make several trips to the library to use materials or research tools that are not accessible remotely.
Of course you will be seeking the best information, not settling for sources simply because they happen to be available
online.

Allow time for gathering materials that are not available at UTD. The Interlibrary Loan office can borrow articles and
books from other libraries, but this process takes additional time.
Allow time for reading, rereading, absorbing information, taking notes, synthesizing, and revising your research strategy or
conducting additional research as new questions arise.

TAKING NOTES

Sloppy note-taking increases the risk that you will unintentionally plagiarize. Unless you have taken notes carefully, it
may be hard to tell whether you copied certain passages exactly, paraphrased them, or wrote them yourself. This is especially
problematic when using electronic source materials, since they can so easily be copied and pasted into your own documents.

Identify words that you copy directly from a source by placing quotation marks around them, typing them in a different
color, or highlighting them. (Do this immediately, as you are making your notes. Don't expect to remember, days or weeks
later, what phrases you copied directly.) Make sure to indicate the exact beginning and end of the quoted passage. Copy the
wording, punctuation and spelling exactly as it appears in the original.

Jot down the page number and author or title of the source each time you make a note, even if you are not quoting
directly but are only paraphrasing.

Keep a working bibliography of your sources so that you can go back to them easily when it's time to double-check the
accuracy of your notes. If you do this faithfully during the note-taking phase, you will have no trouble completing the "works
cited" section of your paper later on.

Keep a research log. As you search databases and consult reference books, keep track of what search terms and databases
you used and the call numbers and url's of information sources. This will help if you need to refine your research strategy,
locate a source a second time, or show your professor what works you consulted in the process of completing the project.

DOCUMENTING SOURCES

You must cite direct quotes.

You must cite paraphrases. Paraphrasing is rewriting a passage in your own words. If you paraphrase a passage, you
must still cite the original source of the idea. For detailed examples and a discussion, see Appropriate Uses of Sources.

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You must cite ideas given to you in a conversation, in correspondence, or over email.

You must cite sayings or quotations that are not familiar, or facts that are not "common knowledge." However, it is
not necessary to cite a source if you are repeating a well known quote such as Kennedy's "Ask not what your country can do
for you . . .," or a familiar proverb such as "You can't judge a book by its cover." Common knowledge is something that is
widely known. For example, it is common knowledge that Bill Clinton served two terms as president. It would not be
necessary to cite a source for this fact.

Printed sources: books, parts of books, magazine or journal articles,


These types of sources should be
newspaper articles, letters, diaries, public or private documents.
documented.

There is a common misconception that Electronic sources: web pages, articles from e-journals, newsgroup
only printed sources of information, like postings, graphics, email messages, software, databases.
books and magazine articles, need to be
formally cited. In fact, audiovisual and Images: works of art, illustrations, cartoons, tables, charts, graphs.
electronic sources -- even email messages -
- must be documented as well, if you use
ideas or words from them in your writing. Recorded or spoken material: course lectures, films, videos, TV or radio
Here are some examples of the kinds of broadcasts, interviews, public speeches, conversations.
sources that should be cited:

Taylor, Brian D., and Roxana Botea. 2008. Tilly tally: War-making and state-making in the contemporary third world.
International Studies Review 10, (1) (Mar.): 27-56.

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