秋葵视频

鈥� Introduce students to the historical and conceptual origins of development, the main theoretical approaches to development, debates around development actors and the political economy of development, and alternatives to development
鈥� Facilitate student engagement with a range of texts and develop their ability to interpret and critique these texts
鈥� Develop skills in understanding and evaluating competing theories
鈥� Develop critical analysis tools to evaluate political, economic, and social dimensions of development across time and space
鈥� Provide further skills in assessment and communication of evidence and data
鈥� Enhance research skills and skills in scholarly writing and presentations
鈥� Develop an appreciation of the link between academic theories and their application to the everyday lives of students by focusing the assessment on exploration of the lives of students and an analysis of their socio-economic and socio-political environment in relation to the issues of development

On successful completion of this module a student will be able to:

1 Show increased awareness of the theoretical approaches to development and their origins
2 Interpret and analyse different dimensions of development in real world scenarios
3 Observe and reflect on the theoretical perspectives and concepts and apply these to social life
4 Analyse, assess, and communicate evidence, data on different development actors and areas of the political economy of development
5 Develop greater understanding of the abilities required to carry out research and undertake and present scholarly work

The course is designed to give students an introduction into the major debates around development. It is split into four sections: (1) theoretical approaches to development; (2) the political economy of development; (3) development actors; (4) alternatives to development. The first section will introduce students to the major theories of development and provide them with the theoretical tools needed to analyse development actors and the political economy of development. The second section will look at the different political economic aspects of development and the major questions that development practitioners have confronted, such as agrarian change, industrialisation, globalisation etc. The third section will explore the different roles of development actors such as the states, the market, transnational organisations, NGOs etc. The final section will interrogate the concept of 鈥渄evelopment鈥� itself and outline some of the alternatives imagined by different social movements and subaltern groups.

The module will be split into 24 one-hour lectures and seminars. In seminars, students will participate in discussions around key concepts using readings and guided debates. The seminar groups will be divided into presentation groups at the start of the year and stay in these groups for the duration of the module (subject to change after the closing of the registration period). These groups will be used to structure three debates during the year: one at the end of the semester A, and two during the course of seminar B.

Group Project: 20% weighting, 40% pass mark.
Learning Outcomes: 1, 2, 3, 4 & 5.
Outline Details: Students will give a short presentation introducing their core arguments for the second debate and then write a reflective piece on how they researched and developed their arguments. (Collectively prepared/delivered presentation on given topic, to be accompanied by an individual reflective log). 1,000 words.

Policy Brief: 30% weighting, 40% pass mark.
Learning Outcomes: 2, 4 & 5.
Outline Details: Students will write a policy brief addressing a development issue from the perspective of one of the development actors covered in the course. The structure and style of the brief will be given to the students in the assessment guidelines, and one required reading from each week in the second section of the course will be a policy brief. 1,500 words.

Essay: 50% weighting, 40% pass mark.
Learning Outcomes: 1, 2, 3, 4 & 5.
Outline Details: Students will write an essay on alternatives to development drawing upon all four parts of the course. They will be expected to link the alternatives to development with the theories, actors and political economy of development coursed in the first three parts of the course. 2,500 words.

Formative Assessment: The second and third structured seminar debates will act as formative assessments. They will address topics connected to the summative assessments and occur in the period before the summative submission, so the students have sufficient time to integrate what they have learnt from the debates into their policy briefs and essays.
The rationale for the debates is as follows. Firstly, they are designed as a structured space where students can hone their arguments about a topic. By assigning positions, the debates force students to place themselves in someone else鈥檚 shoes and helps them develop their argumentation skills. Secondly, the debates will encourage students to work collaboratively to research a topic, allowing for peer feedback on their ideas and providing them with material that they can then use to write their assignments. Finally, the debates will offer three, dynamic student-led seminars that will force students to be active learners, increasing student participation and building confidence in those who otherwise may not contribute to seminar discussions.
Indicative topics of debate could be: 鈥榯his house believes that the state is the most important development actor鈥�; 鈥楾his house believes that countries can follow the development paths taken by the United States鈥�; or 鈥楾his house believes that the notion of 鈥渄evelopment鈥� is fundamentally flawed and should be resigned to the dustbin of history鈥�.