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BASIC INFORMATION
| Instructor: |
Timothy C. Lim |
E-mail: |
tclim@calstatela.edu |
| Office: |
E&T 512 |
Office Telephone: |
(323) 343-2242 |
| Classroom/Time: |
R 6:10-10:00 / SH C245 |
Office Hours: |
Click here |
COURSE OBJECTIVES AND OVERVIEW
At the most general level, this seminar is intended to serve as a broad, graduate-level introduction to the study of a major issue in comparative politics, democratization. While introductory, this course is also advanced in that all students are already expected to have a firm grasp of the basic concepts, methods, and theoretical approaches of comparative politics. Minimally, this means (1) understanding what comparative analysis is and knowing how how to use it to study political phenomena; and (2) understanding the importance and utility of different theoretical approaches or research traditions commonly used by comparativists. For students who do not have a background in comparative politics, I STRONGLY recommend that you enroll in POLS 373, the undergraduate equivalent. Prior enrollment is best, but concurrent enrollment is acceptable. If you choose not to or cannot enroll in POLS 373 it is your responsibility to learn the methodological and theoretical foundations of comparative politics on your own and in a timely fashion. Little or no class time will be spent covering the “basics” of comparative politics.
The focus of this course is the study of democratization. Democracy and democratization, as we will learn, are extremely contentious subjects. Despite intense study over several decades, there is still no consensus on how and why democracies emerge, consolidate or breakdown. Indeed, there is even disagreement on what democracy is. This course is designed, in large measure, to examine the various sides of the debate on democratization, but it is also designed to develop the skills of comparative and theoretical analysis.
IMPORTANT NOTE. This is a research- and writing-based seminar in comparative politics. A seminar is defined as “a small group of advanced students in a college or graduate school engaged in original research and/or intensive study under the guidance of a professor who meets regularly with them to discuss their reports and findings” (American Heritage Dictionary). In this seminar, therefore, students are expected to play a key role in the presentation and discussion of the material. At a minimum, this requires the active and informed participation of all students. Participation, I must stress, does not merely mean a willingness to talk in class. Instead, it involves a capacity to contribute meaningfully (and respectfully) to class discussions, which, in turn, requires solid preparation, careful reflection about the assigned topics and readings, and a high level of attentiveness or “active listening” to all seminar participants (i.e., your classmates). Even more, as a seminar, students are expected to work as independent scholars. This requires initiative, intellectual curiosity, and high motivation for self-directed learning. In practical terms, this means I expect all students in this course to work very, very hard—not because you have to, but because your understand that hard work is part-and-parcel of the academic enterprise. And make no mistake, whatever your individual goals, as MA students you are part of the academic enterprise.
COURSE REQUIREMENTS AND GRADING
ATTENDANCE. Students are required to attend all classes on a timely and consistent basis. If you find yourself unable to attend a particular class for any reason, you should, as a courtesy, contact me before class. The best way to contact me is by e-mail or in person. Although it should be unnecessary to grade attendance, I have, with much reluctance, been forced to implement a concrete policy. Attendance for this course, therefore, will be based on the following guidelines:
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Missed sessions*
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Deduction
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2
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no deduction
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3
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50 points
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4
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100 points
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5
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150 points
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6 or more
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200-300 points
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Late arrival deduction
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TBD†
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* One weekly class = two sessions (i.e., missing one full class is the same as missing two class sessions)
** Missing 6 or more sessions (3 full classes) will almost assuredly result in a failing grade (C-) for the course
† Chronic late arrival may result in a deduction between 50 and 100 points
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PARTICIPATION. As I noted above, a seminar requires consistent, active and informed participation from all students. Therefore, a small part of your course grade—100 points—will be based on your participation in class. Participation will be graded holistically.
STUDENT PRESENTATIONS. During the quarter, you will be required to make two presentations of your research project. The presentations must be well-prepared and organized. I will distribute guidelines and criteria later in the quarter. The first presentation is worth 20 points and the second, more substantial presentation, 50 points, for a total of 70 points. Click here for some general guidelines on how to prepare your presentation.
WEEKLY ASSIGNMENTS. Every week you will be required to complete a written analysis and evaluation of the assigned readings. I have prepared a separate handout detailing the requirements for these weekly assignments. In addition to the weekly assignments, you will be required to complete a number of “independent” assignments, which are designed to supplement your research project. I have also prepared a separate handout on the independent assignments. A scoring breakdown and point total for the weekly assignments is as follows:
Weekly written analysis – 8 x 30 points = 200 total
Independent assignments:
Literature search – 7 x 15 points = 105 total
Evidence search – 5 x 15 points = 75 total
RESEARCH PROJECT. All students will be required to write on one of two topics: (1) the prospects for democracy in the Middle East, or (2) the prospects for democracy in China. All research papers must adopt an explicit comparative and theoretical framework. It is equally essential that your arguments be supported with evidence, particularly evidence that is the product of systematic and rigorous research. The research project itself is broken into several separate steps, as follows:
• Research Statement and Design/Proposal. Your research statement/design must provide a discussion of your topic, your main argument (thesis); proposed methodological and theoretical approach or framework; evidence; and organizational structure. A more detailed explanation of this assignment, along with specific requirements, will be distributed at a later date in class. The research statement and design will be worth 60 points.
• Rough Draft. Minimally, your rough draft must include: (1) a discussion of your main topic and central argument/thesis; (2) a preliminary literature review; (3) a discussion of your theoretical approach and research design; (4) a general discussion of the available and relevant evidence; and (5) an expanded bibliography listing a minimum of 25 relevant scholarly sources (again, sources assigned for this class do not count, and “suggested readings” must not constitute more than 20 percent of the total sources). Although there is no minimum page requirement, your rough draft should be at least 10 pages (excluding bibliography). All drafts that meet these basic criteria will automatically receive 50 points. Incomplete drafts will receive between 10 and 35 points. Rough drafts will be due either November 17 (first chance) or Tuesday, November 22 (second chance).
• Final Paper. Your final paper should be between 20 and 30 pages long (not including bibliography or reference list), neatly typed, double-spaced, and reasonably free of errors. (I will accept longer papers, but you should make every effort to write as concisely as possible.) The final paper will be worth 300 points. Fair Warning: Your final paper must be clearly based upon your original research statement and draft. Do not change topics with prior approval! If your final version is completely or substantially different from your original proposal, you may receive a failing grade no matter how well-written and researched.
VERY Important Note: You are required to turn in a polished, professionally-written final paper. Sloppy, poorly-organized, and error-filled papers are not acceptable and will be severely penalized—e.g., papers with 10 or more “common” writing/grammatical mistakes and/or typographical errors will automatically be penalized one full grade (e.g. from an “A” to a “B” or from a “B” to a “C”). Papers with 20 or more simple mistakes will receive no higher than a “C.” Similarly, you are required to turn in a properly cited paper (notes and/or bibliography/reference list). I will distribute a standard “style guide” later in class, which you will be required to follow. Papers that do not properly follow these guidelines will be penalized a minimum of one-half grade (and possible more). This penalty is in addition to any other deductions!
Due Date. The final paper will be due on ___________________________. All work must be completed by the due date and time. I will only assign incomplete grades due to genuinely exigent circumstances, which must be properly documented. Papers that are handed in past the due date may not be accepted!
I STRONGLY ENCOURAGE YOU TO CONSULT WITH ME THROUGHOUT THE RESEARCH AND WRITING PROCESS, EITHER IN PERSON, THROUGH OUR ONLINE CLASS BULLETIN BOARD, OR VIA E-MAIL. IN PARTICULAR, IF YOU EXPERIENCING ANY DIFFICULTIES, DO NOT WAIT UNTIL THE LAST MOMENT. CONSULT WITH ME EARLY AND, IF NECESSARY, OFTEN.
GRADING. Grading will be strictly determined by the number of points you earn on the various assignments, minus any deductions (e.g., poor attendance). The grading scale is as follows:
900 points and above: A
870-899: A-
830-869: B+
800-829: B
770-799: B-
730-769: C+
700-729: C
670-699: C-
600-669: D
599 and below: F
BE ADVISED THAT THE GRADING STANDARDS FOR THIS CLASS ARE HIGH AND ARE NOT BASED ON A CURVE. This means that all students can earn an “A” or, conversely, no student may earn an “A.”
COURSE TEXTS
The following text is required:
• Lisa Anderson, ed., Transitions to Democracy (New York: Columbia University Press, 1999) [Referred to as Anderson below]
• Additional readings (both required and suggested) will be available on the CD-course pack • NOTE: most of the required readings for this course will be on the CD-course pack
RECOMMENDED TEXTS:
&Mac183; Timothy Lim, Doing Comparative Politics (Boulder: Lynne Rienner Publishers, 2005)
• Click here to see other recommended texts
COURSE SCHEDULE (READINGS AND ASSIGNMENTS) • SUBJECT TO REVISION!
IMPORTANT NOTE: The reading schedule for this class is intentionally light (for a graduate course). This is to allow you time to give all the readings serious attention. Indeed, I expect you to read all the assigned material thoroughly, to take detailed notes, and to reflect carefully upon the arguments advanced or points made in each reading. In addition, the light reading load is designed to allow you time for your research, which will require you to read and digest a range of theoretical and empirical material above and beyond what is listed in the syllabus.
WEEK 1 (SEPTEMBER 22): INTRODUCTION TO COURSE
In our first meeting, we will first conduct a thorough review of the syllabus and of the requirements for the course. You will also complete a “pre-test” in class. The pre-test is designed to assess your knowledge of basic concepts in comparative politics. It is ungraded. Students who “fail” the pre-test, however, are strongly advised to enroll in POLS 373. If this is not possible, it will be necessary to read Doing Comparative Politics thoroughly and carefully, one of the recommended texts for the course (available in the bookstore). This must be done independently.
WEEK 2 (SEPTEMBER 29): STUDYING DEMOCRATIZATION: AN INTRODUCTION
Requirements:
1. LIM, “What Makes a Democracy” (this chapter provides an overview of all three research traditions and their relationship to the study of democratization—much of the material covered in this chapter will be re-covered in subsequent weeks) • Available on CD-course pack or in Doing Comparative Politics
2. Bunce, “Comparative Democratization: Big and Bounded Generalizations” (on CD-course pack)
3. Anderson, “Introduction,” pp. 1-13
WEEK 3 (OCTOBER 6): RATIONALITY AND DEMOCRATIZATION, PART I
Requirements:
1. Barbara Geddes, “What Do We Know about Democratization After Twenty Years?” (on CD-course pack)
2. Burton and Higley, “The Study of Political Elite Transformations” (on CD-course pack)
Suggested Readings: Kitchelt, “Comparative-Historical Research and Rational Choice Theory: The Case of Transitions to Democracy” (on CD-course pack); Linz and Stepan, “Toward Consolidated Democracies” (on CD-course pack); Adam Przeworski, Democracy and the Market: Political and Economic Reforms in Eastern Europe and Latin America; Barbara Geddes, Politician’s Dilemma: Building State Capacity in Latin America; John Higley and Richard Gunter (eds.), Elites and Democratic Consolidation in Latin America and Southern Europe; Guillermo O’Donnell, P.C. Schmitter and L. Whitehead, Transitions from Authoritarian Rule, vols. 1-4. [All books listed are on reserve in the library]
WEEK 4 (OCTOBER 13): RATIONALITY AND DEMOCRATIZATION, PART II
Requirements:
1. McFaul, “The Fourth Wave of Democracy and Dictatorship: Non-Cooperative Transitions in the Post-Communist World” (on CD-course pack)
2. Bunce, “Rethinking Recent Democratization: Lessons from the Postcommunist Experience” (on CD-course pack)
Suggested Reading: Przeworksi, “Democratization Revisted” (on CD-course pack); also, refer to all suggested readings from week 3
WEEK 5 (OCTOBER 20): STRUCTURAL APPROACHES AND THE STUDY OF DEMOCRACY
Requirements:
1. Huber, Rueschemeyer, and Stephens, “The Impact of Economic Development on Democracy” (on CD-course pack)
2. Huber, Rueschemeyer, and Stephens, “The Paradoxes of Contemporary Democracy,” in ANDERSON, ch. 8, pp. 168-192
Suggested Readings: Rueschemeyer, et al., Capitalist Development and Democracy (copy on reserve in the library)
WEEK 6(OCTOBER 27): STRUCTURAL APPROACHES AND THE STUDY OF DEMOCRACY: THE IMPACT OF GLOBALIZATION/GLOBAL CAPITALISM
Requirements:
1. Grugel, “Democratisation Studies Globalization: The Coming of Age of a Paradigm (on CD-course pack)
2. Amin, “Imperialism and Globalization” (on CD-course pack)
3. Roman and Arregui, “Mexico in the Crucible” (on CD-course pack)
4. Barber, “Democracy at Risk” (on CD-course pack)
Suggested Readings: Antonopoulou, “The Process of Globalisation and Class Transformation in the West” (on CD-course pack);
WEEK 7 (NOVEMBER 3): CULTURE AND DEMOCRACY
Requirements:
1. Ganguly, “Explaining India’s Transition to Democracy,” in ANDERSON, ch. 10, pp. 217-236
2. Schmid, “Expect the Unexpected: A Religious Democracy in Iran” (on CD-course pack)
3. Stepan, “Religion, Democracy and the ‘Twin Tolerations’” (on CD-course pack)
Suggested Readings: Ogden, Inklings of Democracy in China (entire book, available in bookstore); Kunioka and Woller, “In (a) Democracy We Trust” (on CD-course pack); Fukuyama, “Social Capital, Civil Society, and Development” (on CD-course pack)
WEEK 8 (NOVEMBER 10): ALTERNATIVE PATHS TO DEMOCRACY? DEBATING RUSTOW
Requirements:
1. ANDERSON, chs. 2, 3 and 4
WEEK 9 (NOVEMBER 17): ALTERNATIVE PATHS TO DEMOCRACY? DEBATING RUSTOW
Requirements:
1. ANDERSON, chapters to be announced
2. Pevehouse, “Democracy for the Outside-In? International Organizations and Democratization” (on CD-course pack)
• First Chance—Rough draft due Thursday, November 17 in class • For drafts turned in by today, I guarantee detailed feedback and comments by November 23, and perhaps sooner
• Second (last) Chance—Rough draft due Tuesday, November 22(must be turned in to my office before 4:00 p.m.) • For drafts turned in today, I will attempt to provide feedback on or before Friday, December 2
WEEK 10 (NOVEMBER 24): THANKSGIVING HOLIDAY, NO CLASS
WEEK 11 (DECEMBER 1): STUDENT PRESENTATIONS AND DISCUSSION
Requirements:
1. No required readings for today
FINAL VERSION OF RESEARCH PAPER DUE ON ________
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