Students are introduced to the nature and scope of development studies as an interdisciplinary field. Students explore the definitions of development, development explanations of poverty and prosperity in many regions of the world and examine a wide spectrum of problems that confront the so-called developing world.
This is a continuation of GDST 2301. Students explore real-world, past and current development policies and how they are formulated and applied to specific development problems through programs, institutional practices, or community initiatives. Students examine the role of the state, local community organizations, and other actors who contribute to the policy-making process and critically analyzes policy successes and failures.
Students explore the great fair trade/free trade debate, examining fair trade projects, free trade theory, and trade agreements. Do we live in a free trade world? Is this a desirable goal? Student investigate labour, environmental, gender, and human rights with a focus on trade, justice, and social power.
Students explore how BRICS (Brazil, Russia, India, China, and South Africa) evolved into emerging global powers and the international development issues that they face in the twenty-first century.
In this experiential learning course students have an opportunity to link development theory and development practice, and to integrate their GDST classroom learning with their experience of developing society realities.
GDST 2826-2849 Special Topics in Global Development Studies
3 credit hours
The subject matter of these courses will vary from year to year depending on the interests of students and instructor.
Students explore the relationship between marginalized and minority groups (ethnic minorities, ‘racial’ minorities, indigenous peoples, etc.), states and development, drawing on cases from different countries. The meaning of “minority”, its social construction and consequences in terms of rights and in development projects in different places and times are problematized.
Students explore the contemporary and dialectical relationship between migration and development. More specifically, the interactive processes of migration and development are examined through the lens of structure and agency, analyzing the constructed and constructing role of various migration and development agencies, nation states, state agencies, private companies, global enterprises, and international organizations. The impact of migration on socio-economic development is assessed as well as the impact of development on migration processes, both internal and external.
Prerequsites: GDST 2301 and GDST 2302 (or other relevant course as determined by instructor)
Fostering a healthy population is of critical concern to international development policy and practice, and is considered both a goal of and necessity for development. Students examine how different social and economic policies influence health and well-being, and critically explore the impacts of national and global medical and public health programs. Students explore the relationship between health and development, taking examples from around the world.
This is a core GDST mixed lecture/seminar course in which students examine key concepts, perspectives and theoretical approaches to issues affecting developing countries, such as industrial development, rural development, economic prosperity, community development etc. Students are exposed to an analytical and critical assessment of these approaches through readings, presentations, group study and lectures.
A continuation of the core GDST 3401 lecture/seminar. Students research and analyze selected problems of development in Africa, Asia, Latin America and the Caribbean, Oceania, or Middle East/North Africa. Students read and discuss a common body of readings, discussing existing programs, policy implications, and contemporary development practices and write one or more major research papers.
Students leave this course with the basics of research design and acquire proficiency in the quantitative and qualitative data collection and manipulation techniques that can be applied to a selected range of development problems.
Students are provided with an experiential learning opportunity to link development theory and development practice. This may take many forms, such as acting as a volunteer with an NGO or community-based organizations, pursuing an internship with a multilateral agency, or other forms of University and Program-approved field experience overseas, or, with approval, in Canada.
Students are introduced to key concepts in the study of environment, politics, and development, and examine the chains of connection between everyday activities in the Global North (food choices, plastic use, clothing purchases), and communities, livelihoods, and politics in the Global South. The political difficulties of confronting globalized environmental problems are explored.
GDST 3826-3849 Special Topics in Global Development Studies
3 credit hours
This course involves hands on, experimental learning and field work. Trip destinations may vary in different years according to faculty interests and opportunities as they arise. Students are required to attend orientation and preparation classes before the trip, and to complete assigned course work after the trip. Teaching will combine seminars and lectures with guest lectures from local community and government leaders and/or field trips to local sites.
Students explore different approaches, policies and theories addressing global food sovereignty and food security. Using examples from different countries, students examine the relationships between food/livelihood security with labour, gender, trade, social power, and rights to natural resources. Students consider the social justice and human rights dimensions of hunger and food insecurity, and how this relates to international and national development policy.
Students examine bordering and migration as an integral part of the development process. The impacts of remittances, the brain "drain"- "gain" debate and diaspora mobilizations will be examined as well as states’ role in bordering, migration governance and "containment development" in the context of Africa/Europe and South/North America.
Although most countries have accepted international human rights instruments such as the Universal Declaration of Human Rights or the International Covenant on Civil and Political Rights, the full realization of human rights remains problematic across the world. Students achieve an understanding of how development policies and practices impede or facilitate the realization of human rights in ways which are gendered, racialized, and classed.
In this experiential learning course students have an opportunity to link development theory and development practice, and to integrate their IDS classroom learning with their experience of developing society realities.
Students explore development issues in the context of South East Asia, focusing on the nation-state and its development strategies, as well as broader, regional issues of economic and social development. Issues include the emergence of high- growth rate, newly-industrializing countries, the impact of the Asian financial crises and globalization. The course begins from the perspective of common colonial roots and identify the current sub-regional models of development. Students explore current alternative approaches articulated by Asian scholars and grassroots organizations.
Students explore development issues specific to Sub-Saharan Africa, focusing on the nation-state and its colonial past, development strategies, and a spectrum of broader issues of economic and social development. Issues include the impact of structural adjustment, efforts toward political democratization and the ongoing presence of traditional forms of social organization. The overall objective is to present the dynamic nature of the current policy debates as articulated by African scholars and grassroots organizations.
Students explore central development issues in Latin America, focusing on the nation-state and its development strategies, as well as broader issues of economic and social development. Such issues include the impact of globalization and liberalization, efforts towards political democratization including the role of popular organizations and alternative approaches articulated by Latin American scholars and grassroots organizations. Sub-regional differences are discussed and compared.
Labour conditions and the role of labour in social change are key issues in the study of international development. Exploration of these topics will link to issues of changing production patterns in developing countries, changing labour and social conditions as well as issues around labour organization and their participation in political and economic processes.
Students are introduced to the special development problems associated with urbanization in developing societies, the broad spectrum of complex challenges arising from rapid urban development (rural-urban migration, formation of slums) and the development dynamics which serve to perpetuate the complex relationship between urban, suburban, peri-urban, and rural spaces in developing societies.
Students explore the implications for world economic and social development of environmental problems, as well as the question of what mainstream economic development might mean in the context of tackling the growing disruption of the global ecosystem. Along with an in-depth discussion of the possible ecological outcomes of environmental modification, the importance of a sociological and political-economic analysis of the problems of environmental disruption and change will be emphasized.
Students examine trade and development, not solely as a technical or policy issue, but as a political, economic, and ideological package rooted in complex social forces. Students assess the dominant trade regime as well as a variety of trade alternatives from new South-South trade relations to fair trade.
Students registered in the Global Development Studies Honours Program use this seminar as an on-going forum in which to complete the required honours thesis. Using a sequence of assignments, discussions, and seminar presentations the student will be introduced to the requirements of conducting empirical research and advanced undergraduate scholarly research writing. The student’s overall grade for this seminar will be the average of the thesis grade (provided by the thesis advisor) and the seminar instructor’s grade for honours seminar participation (minimum of B+).
Honours students have access to a course that allows time for the research students will undertake in order to complete their Honours Thesis. The course will be taken concurrent with, and as a complement to, GDST 4500.
GDST 4120-4123 Development Studies Field School
3 credit hours
Prerequisite: GDST 2302 or permission of the instructor
This course involves hands on, experimental learning and field work. Trip destinations may vary in different years according to faculty interests and opportunities as they arise. Students will be required to attend orientation and preparation classes before the trip, and to complete assigned course work after the trip. Teaching will combine seminars and lectures with guest lectures from local community and government leaders and/or field trips to local sites.
GDST 4826 – 4849 Special Topics in Development Studies
3 credit hours
Prerequisite: GDST 2302
These courses will investigate in-depth a particular topic or set of topics in Development Studies. The specific topic(s) will vary from year to year, depending on the availability of visiting scholars, invited research fellows, or the research plans of associated faculty.
GDST 4876 – 4899 Directed Study
3 credit hours
Prerequisite: GDST 2302, or permission of Coordinator
These courses provide an opportunity for students to pursue advanced study individually with resident or adjunct faculty concerning topics not normally covered by regular course offerings. Students are expected to demonstrate initiative and independence and will normally produce a substantial written document such as an annotated bibliography summarizing their literature research.
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