History 506:364
Colonialism to
Globalization
Fall 2005
Monday &
Wednesday
|
Gail
D. Triner VanDyck Hall 002C 932-6696 |
Office Hours: Mon., Wed., Other times, by
appointment |
At least since the 17th
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
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
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.
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.
I am available for any questions or discussion
during office hours, by appointment, or at any time by e-mail. If you are not doing as well as you would
like in the class, or have any concerns, your best course of action is to see
me as early in the semester as possible.
Course Requirements
The requirements for the
course (with their respective proportion of the final grade) are:
%grade
|
30 |
Take-home mid-term
essay. |
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40 |
Take-home final
essay. |
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30 |
Class
participation. I take class participation
seriously; and it can affect your grade. I evaluate class participation on
the bases of the quantity and quality of your contributions to class
discussions and short, unannounced writing assignments in class, based
on assigned readings and films, during the semester. You will receive a grade for the quantity and quality of your
participation in class sessions. The short, unannounced writing in-class assignments will occur at the
beginning of class sessions. You will need to be in class in order to
complete them, and there will be no “make-ups” for individual
assignments. Your completion of these assignments indicates both your
preparation for class session and your attendance. Missing more than one of
every consecutive five assignments will lower your grade for the
participation portion of the course by one-half letter-grade. |
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Extra credit |
Occasionally, opportunities to earn extra credit may appear on my web
site. When these opportunities arise, I announce the amount of credit,
specific nature of the assignment and due dates. |
(I
promise you the reading load is not as heavy as the list makes it look!)
Books (available at Rutgers Bookstore and on reserve at Alexander Library)
Achebe; No Longer at Ease (novel)
Kane; Savages
On-line – linked from on-line version of
syllabus
Holton; Globalization
and the Nation-State;
“Concolorcorvo Engages the Postal Inspector about Indian
Affairs,” in K. Mills &
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
Johnson “Grass Roots
Organizing: Women in Anticolonial Activities in
Falola, The History of
Nigeria, Chapter 6; pp.81-93.
Gootenberg, “Imagining
Development” Ch. 1; pp. 1-21. this reading has been changed
Hunefeldt, A Brief History of
Dean, The Industrialization
of São Paulo: 1880-1945; Ch. 1; pp.3-15
Falola, The History of Nigeria, Chapter
8; pp. 115-36.
Amadi, Sunset in
Smith, Tony, “Third World Nationalism and the Great Powers” in Kennedy and Hitchcock (eds.) From War to Peace: Altered Strategic Landscapes in the Twentieth Century pp, 140-155.
Aluko, “Nigeria and the
Superpowers,” Millennium-Journal of
International Studies vol. 5, no. 2; pp. 127-41.
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.)
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.
Note: Available at the Alexander Library
Undergraduate Reserve Reading Desk:
Achebe, No Longer at Ease; Amadi
Sunset in
Kane, Savages
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NOTE: |
As
you read, keep in mind the questions for each section that are on the
syllabus (as below.) They can help you to identify the major issues that you
should consider. Class sessions will be combinations of lectures and group
discussions. Use the questions on the syllabus as a guide for issues you
should look for and think about as you do the readings. |
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Introduction |
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7
Sept. |
Introduction |
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12
Sept. |
Setting:
Early global interactions Film:
How Tasty My Little Frenchman |
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Question: |
One
of the main themes that we will develop through the semester is the way in
which global interactions of peoples, for purposes of enrichment, has led to both
conflict and blending of cultures. How is this theme represented in How Tasty My Little Frenchman? |
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14
Sept. |
Defining
and studying “globalization” |
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Read |
Holton;
Globalization
and the Nation-State;
See also this brief definition of Third World |
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Questions |
What do these
authors mean by “ |
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19, 21 Sept. |
Empire & Colony |
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Read |
“Concolorcorvo Engages the Postal Inspector about Indian
Affairs,” Morley; Colonial
Postscript: Diary of a District Officer, 1935-56, Chs.
2& 3 |
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Question: |
These readings record
the reactions of two colonial officials – very different individuals, one in |
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Discussion
Groups (21 Sept.) |
Personal Reality Come to last
class of this section prepared to explore in small discussion groups questions
raised by these readings. (Questions will be distributed in class) |
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26
Sept.-3 Oct. |
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Read |
26Sept.: Walker, C. “The Patriotic Society:
Discussions and Omissions about Indians in the Peruvian War of 28 Sept.: Falola, The
History of Nigeria, Chapter 6. Johnson “Grass Roots
Organizing: Women in Anticolonial Activities in
3 Oct.:
Hunefeldt, A Brief History of Peru, Chapter 8 “The Age
of Guano” pp. 121-143 new reading Dean, The
Industrialization of São Paulo: 1880-1945; Ch. 1; pp.3-15 |
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Questions: |
In How were women
important for Nigerian independence? How did guano and
coffee contribute to the economic independence of |
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5
Oct. |
Read |
Achebe; No Longer at Ease You may be interested in reading this interview with Chinua Achebe, the author
of No Longer at Ease |
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Discussion
Groups |
Come to class prepared
to explore in small discussion groups questions
raised by these readings. (Questions will be distributed in class.) |
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Nation Formation, where nations had not been |
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10-12
Oct. |
Read |
10 Oct. Canudos Photos of Canudos (look at photos - text is in Portuguese) Mid-term essay choices will be
distributed at end of class on 12 Oct. 12 Oct.: Falola, The
History of Nigeria, Chapter 8;
pp. 115-36. Amadi, Sunset in Additional
personal experiences with, and background on, the Biafran
Civil War: Through the
Lens of History: Biafra, Nigeria, the West and the
World |
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Question: |
Contrast the
ideas and ideals that underpinned the Nigerian post-independence civil war with
the experience of living through the war. How did the years leading up to
independence affect the issues involved in the civil war? |
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17
Oct. |
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Class does not meet. |
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19
Oct. |
Mid-term essay review
and questions |
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24-26
Oct. |
The Cold War and the Mid-term essay is due
24 Oct. |
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Read |
Smith, Tony, “Third World Nationalism and the Great Powers” in Kennedy and Hitchcock (eds.) From War to Peace: Altered Strategic Landscapes in the Twentieth Century pp, 140-155. Aluko, “Nigeria and the
Superpowers,” Millennium-Journal of
International Studies vol. 5, no. 2; pp. 127-41. |
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Questions
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Why and how
was the Cold War important for the emergence of a cohesive “ In what ways
did the Cold War matter for |
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Personal realities in the 3rd
World-Dictatorship and rebellion |
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31
Oct.-7 Nov. |
Film |
Capital Sins Discussion |
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Read
|
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. Index of Shining Path sources that
you may be interested in browsing. |
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Question: |
The readings
on the Shining Path reveal much about the thinking actions of its members,
sympathizers and resisters. What were the motivations of individuals associated
with the Shining Path? (Think about the roles of race and gender, both male
and female, in this social revolution.) How were the actions and motivations
of the Shining Path both “local” and “global”? |
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Globalization, as we experience it |
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9,14
Nov. |
Read
|
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.) 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. Gen. Babaguinda,
Ethnic
Nationalities & Nigeria, Dec., 2002 (Interesting recent reading on |
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Questions: |
What
is globalization, “as we experience it”? What are its historical roots? |
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16
Nov. |
American Globalism? |
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Read |
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Questions |
How does Reynolds
represent “globalist” practices of the |
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21Nov. |
Personal Realities of
Globalization – working |
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Discussion group |
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23
Nov. |
Happy Thanksgiving! |
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28
Nov-5 Dec. |
Personal Realities of
Globalization: Oil, Local vs Global |
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Read |
Ojo-Ade; Ken Saro-Wiwa (a bio-critical study), Ch. IX, “The Ogoni Tragedy and Saro-Wiwa’s
Commitment;” pp. 259-80. For contrasting “stories” on oil, oil
companies, environmental and local disputes follow these links to Shell-Nigeria and local communities’
websites. These links will provide more on Ken
Saro-Wiwa (& PBS link.) |
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Question |
What
is the controversy that led to the “Ogoni Tragedy”?
– What are its historic roots and its global implications? |
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Read |
Kane; Savages |
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Questions |
How
has “globalization” affected the indigenous peoples in Savages? Do you find commonalities in the ways in which peoples
from the “developed world” perceive indigenous peoples and the perceptions we
studied at the beginning of the semester? What
are the similarities and differences in the cases of the Ogoni
and the Huaorani? |
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7
Dec |
Global? Questions for second
essay will be distributed at the end of class on 7 Dec. |
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12
Dec. |
Conclusion and review session for second essay |
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