Informatie over Minor Development Studies
Hieronder staan het programma en de vakomschrijvingen van Minor Development Studies Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 3 | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| semester I | keuze | LBU047B05 | Governance of International Solidarity | Engels | 5 | 2 | |
| semester I a | keuze | EMED-11 | Environment and development | Engels | 5 | ||
| keuze | LBA025B05 | Ethnicity, Culture and Politics | Engels | 5 | 4 | ||
| keuze | SOBA904 | Social and institutional change | Engels | 5 | variabel | ||
| keuze | THMIN-ANTH | Anthropology: an Introduction | Engels | 7.5 | variabel | ||
| semester I b | verplicht | EBB921B05 | Global Development Studies | Engels | 5 | 4 | |
| verplicht | LBA016B05 | Reading Seminar: Key Debates | Engels | 5 | variabel | ||
| keuze | EBB922A05 | Topical Themes in Development Studies | Engels | 5 | 4 | ||
| keuze | GEPOPDEV | Population and Development | Engels | 5 | 4 | ||
| Opmerkingen | For more information about this minor you can contact the coordinator dr. P. Boele van Hensbroek (p.boele@rug.nl). | ||||||
| 1 | Anthropology: an Introduction | THMIN-ANTH | ||||||||||||||||||||||||
| Anthropology, as understood here, deals with humans as social and cultural beings. Humans everywhere organize themselves, thereby giving rise to various forms of social structures which anthropologists study under headings like kinship, age, gender, caste or class. Such structures are expressed, reproduced and modified in ritual processes. Further, humans not only arrange themselves into groups of various kinds but also devise rules that are supposed to regulate social life. In addition, they create an ideal vision of their society in the shape of religious beliefs and cosmologies. Anthropologists study and compare how all this is achieved – and contested – around the globe, in the present as well as through history. | ||||||||||||||||||||||||||
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| 2 | Environment and development | EMED-11 | ||||||||||||||||||||||||
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| 3 | Ethnicity, Culture and Politics | LBA025B05 | ||||||||||||||||||||||||
| The course discusses political, social and cultural aspects of globalisation and of development problems, focusing especially on societies outside the North-Atlantic world. It discusses questions such as: Which processes have led to the development of the modern state, democracy and civil society? What is the historical, social and cultural basis of nationalism and ethnicity? How can identity be understood, what is identity politics and how does it operate in contemporary conflicts in developing countries as well as in our own? What approaches are available in the analysis of contemporary globalisation? Political, historical and cultural dimensions of development and globalisation are central in this course. It applies innovative anthropological, political and philosophical theories of identity, nationalism and globalisation from the last few decades and discusses several case studies from Africa. The course is part of the Minor Development Studies but can also be followed separately. It provides students with a good background to further specialise in development related aspects of their own main field of study. | ||||||||||||||||||||||||||
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| 4 | Global Development Studies | EBB921B05 | ||||||||||||||||||||||||
| This course is about the main determinants of socio-economic development in developing countries. Students learn about the similarities and differences in the socio-economic development of various regions in the world such as China, India, South-East Asia, Latin-America, Eastern Europe and Africa. In the course, the role of trade, technology, health, education, structural change, and foreign aid on socio-economic development is explained. The usefulness of various empirical methods to measure socio-economic development and its determinant is discussed, and theories of socio-economic development are evaluated. Throughout the course, national and international policies to generate socio-economic development are discussed and evaluated. | ||||||||||||||||||||||||||
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| 5 | Governance of International Solidarity | LBU047B05 | ||||||||||||||||||||||||
| The concepts of solidarity, sustainability and livelihoods are omnipresent in any discussion within the realm of international relations nowadays. For the good (states and non-governmental organizations firmly clinging on to the belief that also in the present political climate in the world solidarity, sustainability and a decent living for all 6 billion plus people on this earth is interlinked and necessary); and for the bad (states arguing against morals in international relations, re-nationalizing foreign policy to the utmost degree, approaching international relations as a zero-sum game). Be that as it may, the Sustainable Development Goals (SDGs) have been firmly embraced by the overwhelming majority of UN member states. In 17 categories they plead for the realization of decent livelihoods for all people around the world, in a sustainable way, amongst others through the mechanisms of development cooperation and humanitarian action. In short, the concept of international solidarity overarches the 17 SDGs and thus coincides with the 2016 Agenda for Humanity that Ban ki Moon published as the outcome of the first World Humanitarian Summit. Key message: states as main actors in international relations cannot and should not escape their responsibility for keeping alive the spirit of solidarity for the benefit of a sustainable future. The Netherlands is amongst the many actors involved in supporting the cause of international solidarity and its governance through development co-operation and international humanitarian action. Since 1949 the Dutch state is one of the most fervent supporters of (inter)governmental action to help develop states and peoples to an acceptable standard of living with empowered prospects for the future, and to alleviate suffering worldwide when disaster strikes. As a consequence, through co-conceptualizing international solidarity, financing operations and staffing organizations the Netherlands exert great influence. Secondly, Dutch civil society has given birth to a multitude of non- governmental developmental and humanitarian organizations. This introductory course to international solidarity in a sustainable way, development cooperation and humanitarian action aims to provide University of Groningen students from various academic and cultural backgrounds with an appreciation of contemporary concepts and challenges faced in supporting the more and less vulnerable populations in societies around the globe. The Netherlands play an important role in shaping the concepts and dealing with these challenges, because of past performance and current involvement. As such, the Dutch perspective will be dealt with in all lectures. | ||||||||||||||||||||||||||
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| 6 | Population and Development | GEPOPDEV | ||||||||||||||||||||||||
| While countries in Western-Europe are dealing with the implications of population ageing and decline for the wellbeing of its population, projections show that in the eastern part of the world India will pass China in becoming the world’s biggest population. Also, most countries have seen a reduction in fertility and mortality, as explained by the demographic transition model, but countries such as Uganda do not follow this typical pattern: they continue to have high fertility, which poses great challenges to the country’s resources and the wellbeing of its citizens. Different parts of the world are challenged by different population issues, which play a role in the countries’ development and their population wellbeing. In this course we will explore and discuss how population and development are interlinked and its implications for wellbeing. To do so, we will focus on three global contemporary population issues: sexual and reproductive health, migration and development, and nutrition and food security. We will discuss how international and national policies are at the core of such developments, and we will pay special attention to vulnerable and marginalised groups in societies as we apply a human rights and capability perspective. | ||||||||||||||||||||||||||
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| 7 | Reading Seminar: Key Debates | LBA016B05 | ||||||||||||||||||||||||
| The course is entirely based on discussion seminars (seminar groups of 20 students led by the lecturer) around three to five scholarly readings per week, thus providing the students with a lively and interactive context to sharpen their views on development issues. Following previous courses of the minor, where students are given an overview of Development Studies from the perspective of a specific academic discipline, the second half of the semester will privilege courses that deepen their understanding and require students to actively use and reflect on the knowledge they have acquired in the first half. This course complements the Topical Theme in Development course, which is an exploration of one specific topic through bibliographic research and paper-writing. The themes of the seminar are: 1) The Classics foundations for understanding the state and the market, 2) Contrasting paradigms in Development Studies, 3) Agriculture and Rural Development, 4) The state and the market in industrialization, 5) The informal market and development from below 6) The role of international institutions and community 7) Contemporary theories of development | ||||||||||||||||||||||||||
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| 8 | Social and institutional change | SOBA904 | ||||||||||||||||||||||||
| This course focuses on the emergence and development of formal and informal institutions and their effects on behavior as well as on individual integration processes into society. We will explore how various forms of institutions influence each other and the extent to which institutions have desired or undesired effects. Moreover, we will focus on the conditions under which institutions lead to coordination and cooperation. Special attention will also be paid to the role of the state in a market economy, and the effect of cultural norms on economic development. To this end, we will discuss classical theories (Weber, Durkheim, Smith) that have been used to explain social institutions. Examples will be based on current empirical research studying inequality and the interplay between migration, integration, and welfare states. We will debate among others how migration leads to institutional change and how formal and informal institutions shape integration chances of migrants. | ||||||||||||||||||||||||||
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| 9 | Topical Themes in Development Studies | EBB922A05 | ||||||||||||||||||||||||
| This course aims at providing an in-depth understanding of a particular set of problems in development, working in a small-group setting with a mentor-lecturer. The course has two variants: 1) Writing a research essay, presenting and discussing essays in small-group setting, or 2) Participating in the ACE Intensive Programme at Mzumbe University in Tanzania including preparatory reading, field work and writing a research report. It features a number of theme groups (such as on economic development, democratization, education, or environmental issues) from which the student chooses one. Selected students can opt for this Intensive Programme in Tanzania, which involves covering their own costs by the student for travel and upkeep in Tanzania. | ||||||||||||||||||||||||||
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