Grades - May 4 (12:30 p.m.) click here or view below
PS 212: Politics of the Third World
Instructor: Jonathan M. Powell
Course Time: Tuesday and Thursday, 9:30-10:45
Location: Whitehall Classroom Building, Room 214
Course Website: http://www.jonathanmpowell.com/ps212.html
Office: 1618 Patterson Office Tower
Office Hours: Tuesday 11:00-12:00; Wednesday 10:00-11:00; by appointment
Email: jonathan.powell@uky.edu
Phone: 859-619-6632
Catalog Description
“This course analyzes the politics of selected states in Africa, Asia, and Latin America. Various bases of political cleavage and cooperation will be examined: ethnicity, language, social class and ideology. Cultural differences between Africa, Asia and Latin America will be identified and their political implications explored, as well as differences within geo-cultural areas.” In addition to the above subjects, the class will focus mainly on political transition and the role of the U.S. in the Third World.
Readings
You will be required to be read two books for this class, though most readings will be derived from academic journals. Articles are available on the course website.
Books
1. Kinzer, Stephen. Overthrow. Required for everyone.
2. Each student will be required to read one novel chosen from the following:
a. The Kite Runner, by Khaled Hosseini. Set primarily in Afghanistan
b. Feast of the Goat, by Mario Vargas Llosa. Set in the Dominican Republic
c. The Poisonwood Bible, by Barbara Kingsolver. Set in the Congo/Zaire
Students are expected to read these novels on their own time outside of class. Students can take the exam covering their reading at any point of their choosing, but they must notify the instructor of their choice by March 1. Students who do not complete this exam before finals week will be expected to complete it with their final.
Videos
The class will watch—and discuss—a number of movies and documentaries during the semester. These include A Place Called Chiapas, Ghosts of Rwanda, and The Battle of Algiers.
Grade
Students will earn grades based on 5 exams, each worth 20% of the final grade. This includes 3 exams during the semester, a comprehensive final, and a test over the novel they choose. Students can arrange for the novel exam to be taken at any point during the semester but must give the instructor 7 days notice, or you can take the exam with your final. Appropriate documentation is required to make up missed exams. I will not have continent-based map quizzes as is common in a class such as this, but students will be expected to know the location of countries that are explicitly covered in class or in readings.
Extra Credit: Each reading or video marked "Optional" or "Extra" will ultimately be worth AS MUCH as 2% of the final grade. Reading assignments must be done within two weeks of the date noted on the syllabus. Students should consult the instructor regarding videos.
Classroom Expectations
Students need to have completing readings by the date they are listed on the syllabus. For example, students should be prepared to discuss Geddes (1999) on Tuesday January 18 when they show up to class. Students are also expected to arrive on time and be respectful to their peers.
Cell Phones
The use of cell phones will be an important component to this class. Students will be able to answer in-class surveys and discussion questions via text messages. Be aware of any costs that your participation will incur based on your cell phone plan. Participation in these surveys is optional and is anonymous. Phones should be out of sight and silent at all other times in class.
Plagiarism and Cheating
Students are advised to retain all notes and drafts for all work until after they receive their final grade. Students should also be aware that the instructor takes matters of plagiarism and cheating very seriously and is prone to imposing the most severe penalty allowed by university rules, which includes, but is not limited to, issuing an automatic grade of 0.0 for the entire course. You may NOT have any form of electronic communication device on your desk or within sight during exams.
Special Needs
If you have a documented disability that requires academic accommodations, please see me as soon as possible during scheduled office hours. In order to receive accommodations in this course, you must provide me with a letter of accommodation from the disability Resource Center (Room 2, Alumni Gym, 257-2754, jkarnes@email.uky.edu) for coordination of campus disability services available to students with disabilities.
Course Time: Tuesday and Thursday, 9:30-10:45
Location: Whitehall Classroom Building, Room 214
Course Website: http://www.jonathanmpowell.com/ps212.html
Office: 1618 Patterson Office Tower
Office Hours: Tuesday 11:00-12:00; Wednesday 10:00-11:00; by appointment
Email: jonathan.powell@uky.edu
Phone: 859-619-6632
Catalog Description
“This course analyzes the politics of selected states in Africa, Asia, and Latin America. Various bases of political cleavage and cooperation will be examined: ethnicity, language, social class and ideology. Cultural differences between Africa, Asia and Latin America will be identified and their political implications explored, as well as differences within geo-cultural areas.” In addition to the above subjects, the class will focus mainly on political transition and the role of the U.S. in the Third World.
Readings
You will be required to be read two books for this class, though most readings will be derived from academic journals. Articles are available on the course website.
Books
1. Kinzer, Stephen. Overthrow. Required for everyone.
2. Each student will be required to read one novel chosen from the following:
a. The Kite Runner, by Khaled Hosseini. Set primarily in Afghanistan
b. Feast of the Goat, by Mario Vargas Llosa. Set in the Dominican Republic
c. The Poisonwood Bible, by Barbara Kingsolver. Set in the Congo/Zaire
Students are expected to read these novels on their own time outside of class. Students can take the exam covering their reading at any point of their choosing, but they must notify the instructor of their choice by March 1. Students who do not complete this exam before finals week will be expected to complete it with their final.
Videos
The class will watch—and discuss—a number of movies and documentaries during the semester. These include A Place Called Chiapas, Ghosts of Rwanda, and The Battle of Algiers.
Grade
Students will earn grades based on 5 exams, each worth 20% of the final grade. This includes 3 exams during the semester, a comprehensive final, and a test over the novel they choose. Students can arrange for the novel exam to be taken at any point during the semester but must give the instructor 7 days notice, or you can take the exam with your final. Appropriate documentation is required to make up missed exams. I will not have continent-based map quizzes as is common in a class such as this, but students will be expected to know the location of countries that are explicitly covered in class or in readings.
Extra Credit: Each reading or video marked "Optional" or "Extra" will ultimately be worth AS MUCH as 2% of the final grade. Reading assignments must be done within two weeks of the date noted on the syllabus. Students should consult the instructor regarding videos.
Classroom Expectations
Students need to have completing readings by the date they are listed on the syllabus. For example, students should be prepared to discuss Geddes (1999) on Tuesday January 18 when they show up to class. Students are also expected to arrive on time and be respectful to their peers.
Cell Phones
The use of cell phones will be an important component to this class. Students will be able to answer in-class surveys and discussion questions via text messages. Be aware of any costs that your participation will incur based on your cell phone plan. Participation in these surveys is optional and is anonymous. Phones should be out of sight and silent at all other times in class.
Plagiarism and Cheating
Students are advised to retain all notes and drafts for all work until after they receive their final grade. Students should also be aware that the instructor takes matters of plagiarism and cheating very seriously and is prone to imposing the most severe penalty allowed by university rules, which includes, but is not limited to, issuing an automatic grade of 0.0 for the entire course. You may NOT have any form of electronic communication device on your desk or within sight during exams.
Special Needs
If you have a documented disability that requires academic accommodations, please see me as soon as possible during scheduled office hours. In order to receive accommodations in this course, you must provide me with a letter of accommodation from the disability Resource Center (Room 2, Alumni Gym, 257-2754, jkarnes@email.uky.edu) for coordination of campus disability services available to students with disabilities.
Course Schedule – Subject to Change
Week 1 – Introduction
Jan 13: Syllabus
Week 2 - Democratization
Jan 18
Geddes. 1999. “What do we know about Democratization after 20 Years?” Annual Review of Political Science.
Jan 20: Kinzer. Introduction and Chapter 1 (Hawaii)
Begin watching A Place Called Chiapas. List of terms to know.
Week 1 – Introduction
Jan 13: Syllabus
Week 2 - Democratization
Jan 18
Geddes. 1999. “What do we know about Democratization after 20 Years?” Annual Review of Political Science.
Jan 20: Kinzer. Introduction and Chapter 1 (Hawaii)
Begin watching A Place Called Chiapas. List of terms to know.
Week 3: Latin America
Jan 25:
1. Muller & Seligson. 1987. “Inequality and Insurgency.” American Political Science Review. Read pages 426-435 and 443-445 closely. Skim 435-443. I will discuss this section at length in class.
2. Kinzer Chapter 6 (Guatemala)
Jan 25:
1. Muller & Seligson. 1987. “Inequality and Insurgency.” American Political Science Review. Read pages 426-435 and 443-445 closely. Skim 435-443. I will discuss this section at length in class.
2. Kinzer Chapter 6 (Guatemala)
Jan 27:
1. Brockett. 1992. “Measuring Political Violence and Land Inequality in Central America.” American Political Science Review.
2. Kinzer Chapter 10 (Granada)
1. Brockett. 1992. “Measuring Political Violence and Land Inequality in Central America.” American Political Science Review.
2. Kinzer Chapter 10 (Granada)
Week 4 – Latin America
Feb 1:
1. Brockett. 1992. “The Structure of Political Opportunities and Peasant Mobilization in Central America.” Comparative Politics 23(3): 253-274.
2. Sambanis “It’s Official: There is now a Civil War in Iraq.” New York Times.
Feb 1:
1. Brockett. 1992. “The Structure of Political Opportunities and Peasant Mobilization in Central America.” Comparative Politics 23(3): 253-274.
2. Sambanis “It’s Official: There is now a Civil War in Iraq.” New York Times.
Feb 3:
1. Powell and Thyne. 2011. “Global Instances of Coups.” Journal of Peace Research.
2. Kinzer, Chapter 8 (Chile)
Week 5 – Latin America
Feb 8:
1. Boniface. 2002. “Is there a Democratic Norm in the Americas?” Global Governance.
2. Kinzer Chapter 11 (Panama)
Feb 10: EXAM 1
1. Powell and Thyne. 2011. “Global Instances of Coups.” Journal of Peace Research.
2. Kinzer, Chapter 8 (Chile)
Week 5 – Latin America
Feb 8:
1. Boniface. 2002. “Is there a Democratic Norm in the Americas?” Global Governance.
2. Kinzer Chapter 11 (Panama)
Feb 10: EXAM 1
Week 6 – Africa
Feb 15: Regan and Norton. 2005. “Greed, Grievance, and Mobilization in Civil Wars.” Journal of Conflict Resolution.
Feb 17: Humphreys and Weinstein. 2008. “Who Fights? The Determinants of Participation in Civil War.” American Journal of Political Science.
ANNOUNCMENT: Next week (February 23) there will be a screening of "Tony," a documentary put together by a group called Invisible Children. It will be shown at 8:00 pm at Memorial Hall. Invisible Children is promoting awareness of conflict civil war in Northern Uganda, specifically speaking out against the use of child soldiers.
I highly recommend students attempt to show up for the screening. It will be very closely related to the current discussions in class, especially (I presume) the Achvarina and Reich article for next week. I will award extra credit to those who attend. Further information regarding the work of Invisible Children can be found at the website www.invisiblechildren.com. A link to the preview for the documentary is posted below.
QUESTIONS FOR THOSE WHO ATTENDED THE FILM
1. Identify the significance of the following people:
Tony, Laren, Joseph Kony, Jolly Okot, Nate, Francis
2. Briefly describe the history and actions of the LRA. How long have they operated? What are there tactics like?
3. What happened to Tony's mom?
4. What happened to Nate?
5. What is a roadie?
6. What are the three current goals of Invisible Children? (What are the 3 R's?)
7. What counties has the LRA been active in?
8. What was the lie that Tony and Johnson told Laren?
9. From the question and answer session: Briefly discuss the experience of Francis with the LRA.
10. Are there any portrayals in The Blood Diamond that parallel the goals of Invisible Children?
Feb 15: Regan and Norton. 2005. “Greed, Grievance, and Mobilization in Civil Wars.” Journal of Conflict Resolution.
Feb 17: Humphreys and Weinstein. 2008. “Who Fights? The Determinants of Participation in Civil War.” American Journal of Political Science.
ANNOUNCMENT: Next week (February 23) there will be a screening of "Tony," a documentary put together by a group called Invisible Children. It will be shown at 8:00 pm at Memorial Hall. Invisible Children is promoting awareness of conflict civil war in Northern Uganda, specifically speaking out against the use of child soldiers.
I highly recommend students attempt to show up for the screening. It will be very closely related to the current discussions in class, especially (I presume) the Achvarina and Reich article for next week. I will award extra credit to those who attend. Further information regarding the work of Invisible Children can be found at the website www.invisiblechildren.com. A link to the preview for the documentary is posted below.
QUESTIONS FOR THOSE WHO ATTENDED THE FILM
1. Identify the significance of the following people:
Tony, Laren, Joseph Kony, Jolly Okot, Nate, Francis
2. Briefly describe the history and actions of the LRA. How long have they operated? What are there tactics like?
3. What happened to Tony's mom?
4. What happened to Nate?
5. What is a roadie?
6. What are the three current goals of Invisible Children? (What are the 3 R's?)
7. What counties has the LRA been active in?
8. What was the lie that Tony and Johnson told Laren?
9. From the question and answer session: Briefly discuss the experience of Francis with the LRA.
10. Are there any portrayals in The Blood Diamond that parallel the goals of Invisible Children?
Week 7 – Africa
Feb 22: Achvarina & Reich. 2006. “No Place to Hide.” International Security.
Feb 24: Howe. 1998. “Private Security Forces and African Stability.” Journal of Modern African Studies.
Feb 22: Achvarina & Reich. 2006. “No Place to Hide.” International Security.
Feb 24: Howe. 1998. “Private Security Forces and African Stability.” Journal of Modern African Studies.
Week 8 – Africa
March 1:
1. Lindberg & Clark. 2008. “Does Democratization Reduce the Risk of Military Interventions in Politics in Africa?” Democratization.
2. Collier. "Let us now Praise Coups."
March 3: Posner. “The Political Salience of Cultural Difference.” American Political Science Review (optional/closed).
March 1:
1. Lindberg & Clark. 2008. “Does Democratization Reduce the Risk of Military Interventions in Politics in Africa?” Democratization.
2. Collier. "Let us now Praise Coups."
March 3: Posner. “The Political Salience of Cultural Difference.” American Political Science Review (optional/closed).
REVIEW FOR EXAM ON MARCH 8
The exam will be at least 50 multiple choice questions. There will be no written component.
This review IS NOT comprehensive. Students are expected to be sufficiently familiar with all material covered in class, whether through readings, lecture, or an in-class video. This list is simply meant to provide students with a number of concepts or people that have a very high likelihood of being on the exam. There will be material on the exam that is absent from this list and there are some terms/people on this list that will not actually be on the final version of the exam. That said, if you are familiar with the following concepts, people, and questions, then you should be reasonably prepared for the exam.
As participation increases, I will be more direct regarding the exams contents. Aside from a handful of students, however, participation has been very poor. As a consequence, this this will not be very direct.
For an example of how rough the exam could be, check out the questions at the "quiz" link below. I only got a 50%.
Quiz
Greed v. Grievance
Selective Incentives/Benefits
Public Goods/Group Benefits
Regan and Norton
-What were their 3 hypotheses?
-Did their findings support the hypotheses? Which ones?
-What were the variables (independent and dependent) of interest?
-How did the authors measure those variables (What sources did the data come from)?
-How are they defined?
-Do the events depicted in The Blood Diamond support Regan and Norton?
-What potential issues with their data were illustrated in class?
Humphreys and Weinstein
What previous explanations for rebel recruitment do the authors review?
What are the different "variants" of grievance?
What country/civil war do they investigate?
How do the authors test these previous explanations?
How did they construct their variables to test the explanations?
What groups do the authors investigate?
Which model(s) of recruitment applies to each respective group?
Overall, which explanation or civil war participation do the authors find evidence for?
Mancur Olson
selective incentives/benefits
negative incentives/sanctions/coercion
collective action
free rider
What aspects of the article appear to be present in The Blood Diamond?
Achvarina and Reich
What is the main research question/dependent variable?
What are the independent variables?
About how many child soldiers are being used?
About how many child soldiers are there in Africa?
In what region(s) are child soldiers most commonly used?
What is a child soldier?
What was the purpose of Obama's Presidential Memorandum on the the Child Soldiers Prevention Act in fall 2010?
Why are children recruited?
Are the authors talking about child soldiers used by governments or rebel groups?
Which conflicts had the highest prevalence of child soldiers?
Which conflicts did not have any child soldiers?
What variable(s) do the authors claim best explains the use of child soldiers?
Be able to interpret the figures in the powerpoint and in the article.
According to Lasley, what is the relationship between conflict duration/length and child recruitment?
What about the use of "greed"-based resources?
Evidence from Lasley and from the actions of groups such as the Sudanese People's Liberation Army (SPLA) indicates the impact of international norms/laws. What do these cases seem to indicate?
Private military firms - In General
What periods of history have seen the use of "mercenaries?"
What is a mercenary?
What factors led to the growth of privatized militaries?
What are the advantages of their use?
Disadvantages/fears?
What are Singer's 3 types of private military firms?
What is the definition of a mercenary, according to the Convention or the Elimination of Mercenarism in Africa?
Howe
The Blood Diamond (assuming we finish it)
Background information:
Siaka Stevens
Joseph Momoh
Ahmedou Kabbah
Foday Sankoh
The role of Lebanon
Executive Outcomes
Eeben Barlow
Who are (what is the role of) the following characters?
Danny Archer
Solomon Vandy
Dia Vandy
Maddy Bowen
Colonel Coetzee
Van de Kaap
What parallels can be drawn with class readings?
Humphreys and Weinstein
How does the experience of Solomon and Dia fit into theories of rebel recruitment?
The Vandy family are from the Mende ethnic group. How does this fit in?
Achvarina & Reich
What factors that contribute to the recruitment of child soldiers is seen in the film?
Are there any challenges to recruiting children?
Howe
The Archer character's background is clearly a reference to EO
32 Battalion, work in Angola; Eeben Barlowe was 32's second-in-command, presumably the subordinate to the fictional Colonel Coetzee illustrated in the film. Barlowe later founded EO. To be clear, while the events depicted in the film incorporate factual background, the ultimate acts portrayed are fictional. Howe seems to provide a much more objective look at EO.
Howe does the treatment of Howe contrast with the movie?
For example, how does EO react to anti-democratic moves by the Sierra Leone government? Would the private military firm presented in the movie reflect similar goals?
Other factual errors or updates:
Sierra Leone's diamonds were largely trafficked by Lebanese traders, not British and American
The suggestion that stones "can be mixed" are are indistinguishable from others is no longer true. Chemical analysis can determine the origin of a diamond, so long as the chemical structure of diamonds in the region has been documented.
Diamond cartels also do not put a huge emphasis on very large diamonds as depicted in the film, instead opting to trade smaller-to-mid sized diamonds that can be quickly sold.
In 2000, the diamond firm de Beers acknowledged they were in fact hoarding diamonds to artificially drive up their price. They promised to end this practice by shifting their strategy from maximum profit per stone to maximum stones sold.
The film can also be seen as recycling the "noble savage" stereotype. For example, the very simple Solomon Vandy cannot bring himself to lie, even when his son's life is at stake, while the more "civilized" Danny Archer lies at will.
This review IS NOT comprehensive. Students are expected to be sufficiently familiar with all material covered in class, whether through readings, lecture, or an in-class video. This list is simply meant to provide students with a number of concepts or people that have a very high likelihood of being on the exam. There will be material on the exam that is absent from this list and there are some terms/people on this list that will not actually be on the final version of the exam. That said, if you are familiar with the following concepts, people, and questions, then you should be reasonably prepared for the exam.
As participation increases, I will be more direct regarding the exams contents. Aside from a handful of students, however, participation has been very poor. As a consequence, this this will not be very direct.
For an example of how rough the exam could be, check out the questions at the "quiz" link below. I only got a 50%.
Quiz
Greed v. Grievance
Selective Incentives/Benefits
Public Goods/Group Benefits
Regan and Norton
-What were their 3 hypotheses?
-Did their findings support the hypotheses? Which ones?
-What were the variables (independent and dependent) of interest?
-How did the authors measure those variables (What sources did the data come from)?
-How are they defined?
-Do the events depicted in The Blood Diamond support Regan and Norton?
-What potential issues with their data were illustrated in class?
Humphreys and Weinstein
What previous explanations for rebel recruitment do the authors review?
What are the different "variants" of grievance?
What country/civil war do they investigate?
How do the authors test these previous explanations?
How did they construct their variables to test the explanations?
What groups do the authors investigate?
Which model(s) of recruitment applies to each respective group?
Overall, which explanation or civil war participation do the authors find evidence for?
Mancur Olson
selective incentives/benefits
negative incentives/sanctions/coercion
collective action
free rider
What aspects of the article appear to be present in The Blood Diamond?
Achvarina and Reich
What is the main research question/dependent variable?
What are the independent variables?
About how many child soldiers are being used?
About how many child soldiers are there in Africa?
In what region(s) are child soldiers most commonly used?
What is a child soldier?
What was the purpose of Obama's Presidential Memorandum on the the Child Soldiers Prevention Act in fall 2010?
Why are children recruited?
Are the authors talking about child soldiers used by governments or rebel groups?
Which conflicts had the highest prevalence of child soldiers?
Which conflicts did not have any child soldiers?
What variable(s) do the authors claim best explains the use of child soldiers?
Be able to interpret the figures in the powerpoint and in the article.
According to Lasley, what is the relationship between conflict duration/length and child recruitment?
What about the use of "greed"-based resources?
Evidence from Lasley and from the actions of groups such as the Sudanese People's Liberation Army (SPLA) indicates the impact of international norms/laws. What do these cases seem to indicate?
Private military firms - In General
What periods of history have seen the use of "mercenaries?"
What is a mercenary?
What factors led to the growth of privatized militaries?
What are the advantages of their use?
Disadvantages/fears?
What are Singer's 3 types of private military firms?
What is the definition of a mercenary, according to the Convention or the Elimination of Mercenarism in Africa?
Howe
The Blood Diamond (assuming we finish it)
Background information:
Siaka Stevens
Joseph Momoh
Ahmedou Kabbah
Foday Sankoh
The role of Lebanon
Executive Outcomes
Eeben Barlow
Who are (what is the role of) the following characters?
Danny Archer
Solomon Vandy
Dia Vandy
Maddy Bowen
Colonel Coetzee
Van de Kaap
What parallels can be drawn with class readings?
Humphreys and Weinstein
How does the experience of Solomon and Dia fit into theories of rebel recruitment?
The Vandy family are from the Mende ethnic group. How does this fit in?
Achvarina & Reich
What factors that contribute to the recruitment of child soldiers is seen in the film?
Are there any challenges to recruiting children?
Howe
The Archer character's background is clearly a reference to EO
32 Battalion, work in Angola; Eeben Barlowe was 32's second-in-command, presumably the subordinate to the fictional Colonel Coetzee illustrated in the film. Barlowe later founded EO. To be clear, while the events depicted in the film incorporate factual background, the ultimate acts portrayed are fictional. Howe seems to provide a much more objective look at EO.
Howe does the treatment of Howe contrast with the movie?
For example, how does EO react to anti-democratic moves by the Sierra Leone government? Would the private military firm presented in the movie reflect similar goals?
Other factual errors or updates:
Sierra Leone's diamonds were largely trafficked by Lebanese traders, not British and American
The suggestion that stones "can be mixed" are are indistinguishable from others is no longer true. Chemical analysis can determine the origin of a diamond, so long as the chemical structure of diamonds in the region has been documented.
Diamond cartels also do not put a huge emphasis on very large diamonds as depicted in the film, instead opting to trade smaller-to-mid sized diamonds that can be quickly sold.
In 2000, the diamond firm de Beers acknowledged they were in fact hoarding diamonds to artificially drive up their price. They promised to end this practice by shifting their strategy from maximum profit per stone to maximum stones sold.
The film can also be seen as recycling the "noble savage" stereotype. For example, the very simple Solomon Vandy cannot bring himself to lie, even when his son's life is at stake, while the more "civilized" Danny Archer lies at will.
Week 9 – Africa
March 8: EXAM 2
March 10: No Class - Instructor will be abroad
EXTRA CREDIT: Thyne, Clayton and Jonathan Powell. Coup d'etat or Coup d'autocracy: How Coups Impact Democratization, 1950-2008.
Week 10 – Spring Break
March 8: EXAM 2
March 10: No Class - Instructor will be abroad
EXTRA CREDIT: Thyne, Clayton and Jonathan Powell. Coup d'etat or Coup d'autocracy: How Coups Impact Democratization, 1950-2008.
Week 10 – Spring Break
Week 11 – Middle East
March 22: Huntington. “The Clash of Civilizations.” Foreign Affairs.
March 24: Norris and Inglehart. “Islamic Culture and Democracy: Testing the Clash of Civilizations Thesis.”
March 22: Huntington. “The Clash of Civilizations.” Foreign Affairs.
March 24: Norris and Inglehart. “Islamic Culture and Democracy: Testing the Clash of Civilizations Thesis.”
Week 12 – Middle East
March 29:
1. Stepan and Robertson. 2003. “An Arab more than Muslim Electoral Gap.” Journal of Democracy.
March 29:
1. Stepan and Robertson. 2003. “An Arab more than Muslim Electoral Gap.” Journal of Democracy.
2. Ghalioun. 2004. “Persistence of Arab Authoritarianism.” Journal of Democracy. (optional)
3. Lakoff. 2004. “Realities of Muslim Exceptionalism.” Journal of Democracy. (optional)
March 31: Instructor will be at the Midwest Political Science Association Annual Meeting.
1. Stepan and Robertson. 2004. “Arab, not Muslim, Exceptionalism.” Journal of Democracy. (optional)
2. Kinzer Chapter 5 (Iran)
Week 13 – Middle East
April 5: Quinlivan. 1999. “Coup-Proofing: Its Practice and Consequences in the Middle East.” International Security.
April 7: Kinzer Chapters 12 (Afghanistan) & 13 (Iraq)
3. Lakoff. 2004. “Realities of Muslim Exceptionalism.” Journal of Democracy. (optional)
March 31: Instructor will be at the Midwest Political Science Association Annual Meeting.
1. Stepan and Robertson. 2004. “Arab, not Muslim, Exceptionalism.” Journal of Democracy. (optional)
2. Kinzer Chapter 5 (Iran)
Week 13 – Middle East
April 5: Quinlivan. 1999. “Coup-Proofing: Its Practice and Consequences in the Middle East.” International Security.
April 7: Kinzer Chapters 12 (Afghanistan) & 13 (Iraq)
Week 14 - Asia
April 12: Richards & Gelleny. 2007. “Women’s Status and Economic Globalization.” International Studies Quarterly.
April 14: Kinzer Chapters 2 (Philippines) & 7 (South Vietnam)
April 12: Richards & Gelleny. 2007. “Women’s Status and Economic Globalization.” International Studies Quarterly.
April 14: Kinzer Chapters 2 (Philippines) & 7 (South Vietnam)
Week 16 - Asia
April 19: Cline. 2006. “The Insurgency Environment in Northeast India.” Small Wars and Insurgencies.
April 21: EXAM 3
Week 17 -
Week 18 FINAL EXAM
April 19: Cline. 2006. “The Insurgency Environment in Northeast India.” Small Wars and Insurgencies.
April 21: EXAM 3
Week 17 -
Week 18 FINAL EXAM
