History 506:364

Colonialism to Globalization
Spring 2003
Monday & Thursday
9:50 - 11:10
 

At least since the 17^th century the European world has categorized it global relations with a fundamental divide between “us” and “them.”  The names have changed for this categorization; some of them are: Empire and Colony; First, Second and Third Worlds; North and South; Industrialized and Emerging.  This course will look at these ways of categorizing international relations, and the people they involve, from the non-European perspective – from the perspective of the colonies, the Third World, the South… 

We will address three broad themes through the semester: (1) defining these concepts, and their differences and commonalities; (2) national identity; and (3) the impact of these abstract concepts on the lives of individuals.  We will consider both theoretical issues and look at specific examples, using the experiences of Brazil, Peru, Nigeria, and occasionally other countries.  Throughout we will focus both on the relationship of “the South” to “the North” and the perspectives which have arisen from within “the South.”

Class sessions will include lectures, discussions, and visual materials.  The readings and lectures for this course draw upon a very wide diversity of sources.  Because the topic of the course covers a very long time period and large geography we will investigate selective themes in a variety of settings. Grades will be based on a take-home mid-term, a take final exam, two short papers and class participation.

            A day or two before each class session, I will post a highly summarized outline of the issues that I expect each class to cover on the web page for this class. (You can get to this site by going through the links on my home page, see address above.) I intend for these very broad outlines to help you begin thinking about the issues that we will cover in class. (Or, if you miss class, give you some indication of what you miss.) You should not rely on these outlines as exhaustive descriptions for classes. And you should, especially, not rely on them as a substitute for class attendance. Depending on how any class session actually progresses, we may not cover the issues in the order that they appear; and we may use different words and phrases to cover the concepts.

Course Requirements

The requirements for the course (with their respective proportion of the final grade) are:

%grade

25% each         2 Take-home mid-semester exams
40%                 Take-home final exam
10%                 Class participation

Readings

Book

Achebe; No Longer at Ease (novel)

Course Packet - Volume 1

Holton; Globalization and the Nation-State; Ch. 1; pp 1-20

Merriam; “What does ‘Third World’ Mean?” in Norwine and Gonzalex (eds.) The Third World: States of Mind and Being; pp. 15-22. [NOT a required reading]

“Concolorcorvo Engages the Postal Inspector about Indian Affairs,” in K. Mills & W. Taylor (eds.), Colonial Spanish America: A Documentary History; pp. 282-87.

Morley; Colonial Postscript: Diary of a District Officer, 1935-56, Chs. 2& 3; pp. 21-67.

Walker, C. “The Patriotic Society: Discussions and Omissions about Indians in the Peruvian War of Independence;” in The Americas, 55:2; pp. 275-98.

Johnson “Grass Roots Organizing: Women in Anticolonial Activities in Southwestern Nigeria,” in African Studies Review, vol. 25, nos. 2&3; pp. 137-57.

Falola, The History of Nigeria, Chapter 6; pp.81-93.

Gootenberg, Imagining Development Ch. 1; pp. 1-21.

Dean, The Industrialization of São Paulo: 1880-1945; Ch. 1; pp.3-15

Falola, The History of Nigeria, Ch. 8; pp. 115-36.

Amadi, Sunset in Biafra: A Civil War Diary.

Course Pack - Volume 2

Aluko, “Nigeria and the Superpowers,” Millennium-Journal of International Studies vol. 5, no. 2; pp. 127-41.

Gunder Frank, “The Development of Underdevelopment,” Ch. 1 in Cockcroft, Gunder Frank & Johnson, (eds.) Dependency and Underdevelopment: Latin America’s Political Economy; pp. 3-17.

Selections from Peru Reader; Starn, Degregori & Kirk (eds.), Section VI, “The Shining Path.;” pp. 305-35.

“Fatal Attraction: Peru’s Shining Path” NACLA Report on the Americas; vol. 24, no. 4:   Degregori, “A Dwarf Star” and Andreas, “Women at War;” pp9-15, 20-27.

Keohane & Nye; “Globalization: What’s New? What’s not? (And So What?)” in Foreign Policy #118 (Spring 2000); pp. 104-19.

Castañeda, “Latin America and the End of the Cold War” in Lowenthal & Treverton (eds.) Latin America in a New World; pp. 28-52.

Jaguaribe, “A View from the Southern Cone” in Lowenthal & Treverton (eds.) Latin America in a New World pp. 53-64.

Van de Walle “Africa and the World Economy: Continued Marginalization or Re-engagement?;” Harbeson & Rothchild (eds.) Africa in World Politics; pp. 263-285.

Ojo-Ade; Ken Saro-Wiwa (a bio-critical study), Ch. IX, “The Ogoni Tragedy and Saro-Wiwa’s Commitment;” pp. 259-80.

Notes:

• Achebe, No Longer at Ease and Amadi, Sunset in Biafra are available at the Alexander Library Undergraduate Reserve Reading Desk.
• All other readings are, I hope, available as pdf files through the Alexander Library electronic reserves. (Follow this link for instructions on using electronic reserves.) You can follow hyperlinks from the on-line version of the syllabus to go directly to the readings.

To use electronic reserves from a computer that is NOT connected to the Rutgers servers (i.e.; from off-campus,) you need to configure your computer for remote access to the Rutgers Library system. To do so, follow this link to the instructions (and follow them carefully.)

CLASS SESSIONS