Key Thinkers in Global Development

MGDI10021 Key Thinkers in Global Development 20 Semester 1 Undergraduate Level 1 David Fielding Unit coordinator Global Development Institute 1 FHEQ level (Framework for Higher Education Qualifications) ' First part HE study/Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 This course unit introduces students to key writers and groups of writers whose work has influenced thought on global development, beginning with ʿAbd al-Raḥmān Ibn Khaldūn in the late fourteenth century CE and ending with Amartya Sen and Elinor Ostrom in the late twentieth century. The course emphasises the relationship of the writers’ thought to the social and historical context in which they lived and to the intellectual traditions of which they form a part. The course is divided into seven parts (in addition to the introduction and conclusion), each part introducing the work of a key thinker (or group of thinkers). In each case, the discussion will place the thinker(s) in historical context, both in terms of the intellectual traditions informing their work and in terms of the social and economic environments in which they lived. This course unit introduces students to key writers and groups of writers whose work has influenced thought on global development, beginning with ʿAbd al-Raḥmān Ibn Khaldūn in the late fourteenth century CE and ending with Amartya Sen and Elinor Ostrom in the late twentieth century. The course emphasises the relationship of the writers’ thought to the social and historical context in which they lived and to the intellectual traditions of which they form a part. The course is divided into seven parts (in addition to the introduction and conclusion), each part introducing the work of a key thinker (or group of thinkers). In each case, the discussion will place the thinker(s) in historical context, both in terms of the intellectual traditions informing their work and in terms of the social and economic environments in which they lived. <ul> <li style="margin-bottom: 11px;">Introduce students to key thinkers whose work has informed thought on global development</li> <li>Through the discussion of this work, explore ways in which we can conceptualise and understand development</li> <li>Develop students’ ability to examine the connections between the arguments of different thinkers</li> <li>Develop students’ ability to evaluate the ways in which thinkers have responded to the social and economic environment in which they live</li> <li>Develop transferable skills, including developing an argument, participating in group discussions and communicating ideas both verbally and in writing</li></ul> <ul> <li style="text-align: justify;">Distinguish between different approaches to conceptualising global development</li> <li>Describe the approach of individual thinkers to questions relating to development</li> <li>Describe the historical context in which thinkers have made a contribution</li></ul> <ul> <li style="text-align: justify;">Analyse the arguments made by individual thinkers about processes relating to development</li> <li>Compare the contributions of different thinkers</li> <li>Critically evaluate the assumptions and implications of different approaches to conceptualising global development</li></ul> <ul> <li>Find, interpret and correctly reference published research.</li> <li>Present and analyse alternative arguments involving theory and evidence.</li></ul> <ul> <li style="text-align: justify;">Develop a critical and analytical argument, making use of appropriate evidence</li> <li>Participate in group discussions</li> <li>Communicate ideas both verbally and in writing</li></ul> Indicative weekly lecture and tutorial schedule<ol> <li>Introduction (one lecture)</li> <li>Ibn Khaldūn (3 lectures)</li> <li>Smith and Ricardo (3 lectures)</li> <li>Marx and Dependency Theory (3 lectures)</li> <li>Lewis and Rostow (2 lectures)</li> <li>The Structuralist school (2 lectures)</li> <li>Sen and the basic needs approach (2 lectures)</li> <li>Ostrom (2 lectures)</li> <li>Revision (2 lectures)</li></ol> Teaching and learning will be based on lectures (twice per week) and tutorials (once per week). Lectures will combine presentation of the learning material with some interactive discussion. Reading lists, lecture slides and tutorial questions will be posted on the VLE. Tutorials will provide students with the opportunity to engage critically with the learning material through group discussions and presentations. Advice on how to prepare for each tutorial will be posted on the VLE. 2 Written assignment (inc essay) 70% 7 Oral assessment/presentation 30% Verbal feedback on contributions to tutorial activities will act as formative assessment to prepare students for this summative assessment.Written comments on the presentation on the VLE. The content and timing of feedback will be consistent with University policy. BSc Global Dev with Int Study BSc Global Dev with Int Study First Year Mandatory N Background readingHunt, D. (1989). Economic Theories of Development: An Analysis of Competing Paradigms. Harvester Wheatsheaf.Szirmai, A. (2005). The Dynamics of Socio-Economic Development. Cambridge University Press.Sen, A. (1988). The concept of development. In H. Chenery  and T.N. Srinivasan (eds.) The Handbook of Development Economics Volume I, 9-26. North-Holland.Lewis, A. The roots of development theory. In H. Chenery  and T.N. Srinivasan (eds.) The Handbook of Development Economics Volume I, 27-37. North-Holland.Todaro, M. P. and Smith, S. C. (2020). Economic Development (13th edition). Pearson. Lectures 20 Tutorials 10 0 170