POEC/PSCI 6362
Course Office Phone 972-883-6843
Political Development
Professor Dr. Holmes
Term Fall 2007
Meetings Thurs 2:30-5:15
General Course Information
Course Description The class will be a discussion based
seminar. One of the main objectives of this course is for you
to become aware of the different perspectives and approaches
to development. In the process, you should be able to
identify and appreciate different definitions, ideas, and
assumptions of the different theories and approaches.
Development can include a focus on economic development,
political development, democratization or political stability,
among others. Finally, we will discuss the theories of
development in regard to actual world institutions, policies
and country experiences.
Learning Objectives: Course content is designed to develop
students’ international awareness and analytical ability.
Course assignments aim to develop students’ abilities to
analyze world affairs, to formulate arguments, to read
critically, and to write well. Specifically, students should
understand the debates about the causes of terrorism,
consequences of terrorism, and the merits of different policy
responses to terrorism
Required Texts & Materials
All books are available at the campus bookstore and at Off
Campus Books.
• Charles Tilly Big Structures, Large Processes, Huge
Comparisons (New York: Russell Sage Foundation, 1984). The University of Texas System, Part 1, Chapter VI, Section
• Plus – one more TBD. Numerous articles available in
electronic format through the library’s electronic
databases.
Course Policies
Grading (credit) Criteria:
• Class Participation: 20% = (days you are not leading
discussion)
• Paper 1: 25% = (20% paper & 5% presentation/ leading obey federal, state, and local laws as well as the Regents’
discussion)
• Take Home Exam: 30% Nov 19st 4:00 pm
• Bibliographic Essay: 25% Nov 29th 2:30 pm
Attendance: Class attendance is required. You are
responsible for all announcements and information given in
class. 20% of the grade is based on participation during class. high level of responsibility and academic honesty. Because
Late Work: No late extra credit papers will be accepted.
Expectations of Students: The exams are based on lecture
material and required readings. Some of the lecture material
will not be in the readings. (The professor will not provide
copies of class notes). The students should have carefully
read the material at least once before class.
Cell Phones: Due to receiving numerous complaints
Office Location Gr 3.209
Email Address jholmes@utdallas.edu
Office Hours 11-12 Tuesday & Thursday
from students, this policy is necessary. If you allow your cell
phone or beeper to audibly ring or beep in class, you will be
penalized. The first time is a warning, after that you lose
points. The penalty starts at two percentage points and will
double every time thereafter. If you answer the phone, no
warning will be granted and you will be immediately assessed
the penalty.
Classroom Citizenship: I expect students to be attentive
during class and to actively participate in group activities.
You are expected to listen respectfully to me and to other
students when speaking. Racism, sexism, homophobia,
classism, ageism and other forms of bigotry are inappropriate
to express in this class. We may discuss issues that require
sensitivity and maturity. Disruptive students will be asked to
leave and may be subject to disciplinary action.
Student Conduct and Discipline: The University of Texas
System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their
business. It is the responsibility of each student and each
student organization to be knowledgeable about the rules and
regulations which govern student conduct and activities.
The University of Texas at Dallas administers student
discipline within the procedures of recognized and
established due process. Procedures are defined and
described in the Rules and Regulations, Board of Regents,
3, and in Title V, Rules on Student Services and Activities of
the university’s Handbook of Operating Procedures. Copies
of these rules and regulations are available to students in the
Office of the Dean of Students, where staff members are
available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391).
A student at the university neither loses the rights nor escapes
the responsibilities of citizenship. He or she is expected to
Rules, university regulations, and administrative rules.
Students are subject to discipline for violating the standards
of conduct whether such conduct takes place on or off
campus, or whether civil or criminal penalties are also
imposed for such conduct.
Academic Integrity: The faculty expects from its students a
the value of an academic degree depends upon the absolute
integrity of the work done by the student for that degree, it is
imperative that a student demonstrate a high standard of
individual honor in his or her scholastic work.
Scholastic dishonesty includes, but is not limited to,
statements, acts or omissions related to applications for
enrollment or the award of a degree, and/or the submission
as one’s own work or material that is not one’s own. As a
general rule, scholastic dishonesty involves one of the
following acts: cheating, plagiarism, collusion and/or
falsifying academic records. Students suspected of academic
dishonesty are subject to disciplinary proceedings.
Plagiarism, especially from the web, from portions of papers
for other classes, and from any other source is unacceptable
and will be dealt with under the university’s policy on
plagiarism (see general catalog for details). This course will
use the resources of turnitin.com, which searches the web for
possible plagiarism and is over 90% effective.
Email Use: The University of Texas at Dallas recognizes the
value and efficiency of communication between faculty/staff
and students through electronic mail. At the same time, email
raises some issues concerning security and the identity of each
individual in an email exchange. The university encourages all
official student email correspondence be sent only to a
student’s U.T. Dallas email address and that faculty and staff
consider email from students official only if it originates from
a UTD student account. This allows the university to
maintain a high degree of confidence in the identity of all
individual corresponding and the security of the transmitted
information. UTD furnishes each student with a free email
account that is to be used in all communication with
university personnel. The Department of Information
Resources at U.T. Dallas provides a method for students to
have their U.T. Dallas mail forwarded to other accounts.
Withdrawal from Class: The administration of this
institution has set deadlines for withdrawal of any college-
level courses. These dates and times are published in that
semester's course catalog. Administration procedures must be
followed. It is the student's responsibility to handle
withdrawal requirements from any class. In other words, I
cannot drop or withdraw any student. You must do the
proper paperwork to ensure that you will not receive a final
grade of "F" in a course if you choose not to attend the class
once you are enrolled.
Student Grievance Procedures: Procedures for student
grievances are found in Title V, Rules on Student Services
and Activities, of the university’s Handbook of Operating
Procedures.
In attempting to resolve any student grievance regarding
grades, evaluations, or other fulfillments of academic
responsibility, it is the obligation of the student first to make
a serious effort to resolve the matter with the instructor,
supervisor, administrator, or committee with whom the
grievance originates (hereafter called “the respondent”).
Individual faculty members retain primary responsibility for
assigning grades and evaluations. If the matter cannot be
resolved at that level, the grievance must be submitted in
writing to the respondent with a copy of the respondent’s
School Dean. If the matter is not resolved by the written
response provided by the respondent, the student may submit
a written appeal to the School Dean. If the grievance is not
resolved by the School Dean’s decision, the student may
make a written appeal to the Dean of Graduate or
Undergraduate Education, and the deal will appoint and
convene an Academic Appeals Panel. The decision of the
Academic Appeals Panel is final. The results of the academic
appeals process will be distributed to all involved parties.
Copies of these rules and regulations are available to students
in the Office of the Dean of Students, where staff members
are available to assist students in interpreting the rules and
regulations.
Incomplete Grades: As per university policy, incomplete
grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has
been completed. An incomplete grade must be resolved
within eight (8) weeks from the first day of the subsequent
long semester. If the required work to complete the course
and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed
automatically to a grade of F.
Webct: Webct is used in this class. This is how I will
communicate with you. You are responsible for
announcements made through webct. Please select a
forwarding address in your mail preferences if you do not
regularly check your utdallas email.
Disability Services: The goal of Disability Services is to
provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services
is located in room 1.610 in the Student Union. Office hours
are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday
and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m.
to 5:30 p.m.
The contact information for the Office of Disability Services
is:
The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)
Essentially, the law requires that colleges and universities
make those reasonable adjustments necessary to eliminate
discrimination on the basis of disability. For example, it may
be necessary to remove classroom prohibitions against tape
recorders or animals (in the case of dog guides) for students
who are blind. Occasionally an assignment requirement may
be substituted (for example, a research paper versus an oral
presentation for a student who is hearing impaired). Classes
enrolled students with mobility impairments may have to be
rescheduled in accessible facilities. The college or university
may need to provide special services such as registration,
note-taking, or mobility assistance. It is the student’s
responsibility to notify his or her professors of the need for
such an accommodation. Disability Services provides
students with letters to present to faculty members to verify
that the student has a disability and needs accommodations.
Individuals requiring special accommodation should contact
the professor after class or during office hours.
Resources to Help You Succeed: The university offers
assistance to students in many areas. Please do not feel
stigmatized by using these resources. Good students become
better students by using them.
Learning Resource Center offers a variety of programs to
help you, ranging from individual tutoring to review classes
for the GRE, GMAT, etc. They are located in MC2.402 and
can be reached at 883-6707.
Religious Holy Days: The University of Texas at Dallas
will excuse a student from class or other required activities
for the travel to and observance of a religious holy day for a
religion whose places of worship are exempt from property
tax under Section 11.20, Tax Code, Texas Code Annotated.
The student is encouraged to notify the instructor or activity
sponsor as soon as possible regarding the absence, preferably
in advance of the assignment. The student, so excused, will
be allowed to take the exam or complete the assignment
within a reasonable time after the absence: a period equal to
the length of the absence, up to a maximum of one week. A
student who notifies the instructor and completes any missed
exam or assignment may not be penalized for the absence. A
student who fails to complete the exam or assignment within
the prescribed period may receive a failing grade for that
exam or assignment. If a student or an instructor disagrees
about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar
disagreement about whether the student has been given a
reasonable time to complete any missed assignments or
examinations, either the student or the instructor may request
a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee
must take into account the legislative intent of TEC
51.911(b), and the student and instructor will abide by the
decision of the chief executive officer or designee.
Off-Campus Instruction and Course Activities: Off-
campus, out-of-state, and foreign instruction and activities are
subject to state law and University policies and procedures
regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activ
ities.htm. Additional information is available from the office
of the school dean
Style Expectations (All Written Assignments)
Format:
1. Use footnotes. (See The Chicago Manual of Style for
details). A summary can be found at
http://www.libs.uga.edu/ref/chicago.html Use the
documentary note style -not the author note system!!! This
is not the MLA form of citation. MLA citation is an
author-date system. If using Microsoft word, under the
insert menu, choose reference and then footnote to
automatically number the reference and place it at the
bottom of the page. The style is as follows:
Examples of footnotes:
1 David Stafford, Britain and European Resistance (Toronto:
University of Toronto Press, 1980), 90.
2 James F. Powers, "Frontier Municipal Baths and Social
Interaction in Thirteenth-Century Spain," American Historical
Review 84 (June 1979): 655.
Bibliography:
Stafford, David. Britain and European Resistance. Toronto:
University of Toronto Press, 1980.
Powers, James F. "Frontier Municipal Baths and Social
Interaction in Thirteenth-Century Spain." American
Historical Review 84 (June 1979): 649-67.
According to The Chicago Manual of Style, "the full reference
of a note, as in a bibliographic entry, must include enough
information to enable the interested reader to find it in a
library, though the form of the note need not correspond
precisely to that of the library catalog."1
2. Use a 12 point font.
3. The text should be typed, double spaced, and have one
inch margins.
4. Do not add extra spaces between paragraphs.
5. Number the pages.
6. Include a title page with your name, course title, and
date.
7. Include a bibliography.
Style:
1. Include an introduction and conclusion with
appropriate outlines and summation of the main points
of your paper.
2. Use topic sentences in your paragraphs. (Please – no
two sentence paragraphs or two page paragraphs!)
3. Do not use a casual tone. (For example, do not use
contractions such as “can’t,” “wouldn’t”, etc.)
4. Avoid speaking in the first person. (For example, “In
this paper I will …”)
5. Spell check!
Sources:
1. Cite often. An overabundance of citations is always
preferable to too few. Cite as if you want the reader to
be able to easily refer to your sources when you refer
to facts, quotations, and interpretations.
2. If someone else says it, you must give credit to him or
her. If you repeat the author verbatim, you must quote
and cite the author. If you paraphrase his or her
words, you must cite the author. Failure to do this is
plagiarism.
A good reference for writing standards and
references is the Chicago Manual of Style. If in
doubt, please consult it.
1
Chicago Manual of Style, 13th ed. (Chicago: University of
Chicago Press, 1982), 487.
 This syllabus is tentative and subject to change. Please feel free to contact me about any concerns you have
about the course.
Paper Objectives and Guidelines
Substantive Expectations (First Paper):
In the first two papers, you should demonstrate a general understanding of the issues raised in the book. The
object of this critical review should be to identify the central issues that assigned readings for the week
address. Students writing papers will present their analysis in class (~15 minutes). To accommodate seminar
discussion, the critical analyses will be due no later than 24 hours in advance of seminar meeting time.
Students shall email copies of the paper to fellow participants and the instructor by 2:30 the previous
Wednesday. In addition, you should be able to evaluate different theories and approaches, identifying the
relevant assumptions, definitions, strengths, and weaknesses of each. Finally, you should be able to create a
critical, engaged argument, using the texts as evidence. For the papers based on the assigned readings, it is
the responsibility of the participant to place copies of the paper in the mail boxes of your fellow students at
least 24 hours in advance of the class. The paper should take into account the following questions:
1. What is the purpose of the book, what is the theoretical concern, and what concepts are developed?
2. What is being studied, i.e. what is the unit of analysis and the scope of the study?
3. How is it being studied, in terms of what variables?
4. To what degree does the study conform to the criteria of the logic of scientific explanation? Or does
it conform to an alternative form of inquiry?
5. Are the conclusions suggestive or proven? Do the data support the inference?
6. What is the book’s significance? How does it fit into the literature?
7. How does the book challenge or add to our understanding of development?
8. What are the strengths and shortcomings of the book?

Students writing papers will present their analysis in class (~15 minutes) and help lead discussion. The matrix
for grading presentations is as follows:
• Presentation Style: (e.g. professional, well-organized, maintain eye contact with audience, speak
loudly/clearly/slowly, able to respond to questions easily, time management)
• Content: (e.g. organized, logical flow, overview of issue provided, clear arguments, supporting
information provided, use of outside research, integrate course material into presentation)
• Discussion Questions (provision of stimulating and relevant questions relating your book to the
other required readings)

Final Paper (Bibliographic Essay)

Exemplars can be found in the Annual Review of Political Science. In general, you should provide a critical evaluation of
the included sources, compare and contrast them, group them substantively. See faculty.tamu-
commerce.edu/droyal/Writing%20a%20Bibliographic%20Essay.doc
for an excellent guide to writing a bibliographic essay.

Please feel free to contact me about any concerns you have about the course. This syllabus
is tentative and subject to change.

Reading Assignments
Week One: Thursday August 16 Introduction
During the first seminar meeting, students shall sign up for weeks in which they will write critical
reviews.

Week Two: Thursday August 23

Tilly, Charles Big Structures, Large Processes and Huge Comparisons

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Atul Kohli et al. 1995. “The Role of Theory in Comparative Politics: A Symposium.” World
Politics 48 (October): 1-49.

Week Three Thursday August 30 Definitions and Conceptualization

1. David Collier and Robert Adock. 1999. “Democracy and Dichotomies: A Pragmatic Approach to Choices about
Concepts.” Annual Review of Political Science 2: 537-65.
2. Giovanni Sartori, “Concept Misformation in Comparative Politics,” American Political Science Review 64 (1970):
1033-1053.
3. David Collier and Steven Levitsky, “Democracy with Adjectives: Conceptual Innovation in Comparative
Research,” World Politics 49:3 (April 1997): 430-51.
4. Kenneth Bollen, “Political Democracy: Conceptual and Measurement Traps,” Studies in Comparative International
Development 25:1 (Spring 1990): 7-24.
5. Harry Eckstein, 1982. "The Idea of Political Development: From Dignity to Efficiency." World
Politics 34 (July), 451-486.
6. Hirschman, "The Search for Paradigms as a Hindrance to Understanding," World Politics, 22 (April 1970)
7. Munck, Gerardo L. “The Regime Question: Theory Building in Democracy Studies” World Politics, vol. 54, no. 1,
pp. 119-144, Oct 2001

Week Four Thursday September 6 Thinking ahead – development on the ground.

Week Five Thursday September 13 Comparative History and Path Dependence

Necessary and sufficient conditions, structural explanations, causal mechanisms,
1. Theda Skocpol, “A Critical Review of Barrington Moore’s Social Origins of Dictatorship and Democracy,” Politics and
Society (Fall 1973): 1-34.
2. Nancy Bermeo, “Democracy and the Lessons of Dictatorship,” Comparative Politics 24:3 (April 1992): 273-91l;
3. Arend Lijphart, “Explaining Political and Economic Change in Post-Communist Eastern Europe: Old
Legacies, New Institutions, Hegemonic Norms, and International Pressures,” Comparative Political Studies 28:2
(July 1995): 171-99.
4. Mahoney, James. “Path-Dependent Explanations of Regime Change: Central America in Comparative
Perspective”. Studies in Comparative International Development, Spring2001, Vol. 36 Issue 1, p111, 31p
5. Joseph Femia. “Barrington Moore and the Preconditions for Democracy.” BJPS Vol. 2, No. 1 (Jan., 1972), pp.
21-46.
6. Centeno 1997 Miguel Angel “Blood and Debt: War and Taxation in Nineteenth-Century Latin America” The
American Journal of Sociology Vol 102 No 6: 1565-1605.
7. Cameron G. Thies “War, Rivalry, and State Building in Latin America” American Journal of Political
Science, Volume 49, Number 3 (July 2005) 451 - 465

Books:
Moore, Barrington. Social Origins of Dictatorship and Democracy (Boston: Beacon Press, 1993).
Skocpol, Theda. States and Social Revolutions (New York: Cambridge University Press,1979).
Dietrich Rueschemeyer, John D. Stephens, and Evelyne Huber Stephens, Capitalist Development and Democracy (Chicago:
University of Chicago Press, 1992)
Charles Tilly. 1992. Coercion, Capital, and European States. Cambridge, MA: Blackwell.
Hilton L. Root. Peasants and King in Burgundy: Agrarian Foundations of French Absolutism. Berkeley: University of California
Press, 1987.
Miguel Angel Centeno and Fernando López Alves, eds. The Other Mirror: Grand Theory through the Lens of Latin
America Princeton: Princeton University Press.
López-Alves, Fernando. 2000. State formation and democracy in Latin America, 1810-1900. Duke University
Press, 2000.
Tilly Coercion, Capital, and European States
States and Development: Historical Antecedents of Stagnation and Advance (Palgrave Macmillan, 2005)

Week Six Thursday September 20 Modernization Theory:

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 1. Wiarda, H. "Toward a Framework for the Study of Political Change in the Iberic Tradition: The Corporative
Model," World Politics 25, 2 (1973): 206-235
2. Phillips Cutright, “National Political Development: Measurement and Analysis,” American Sociological Review 28
(1963): 253-64.
3. Dankwart Rustow, “Transitions to Democracy,” Comparative Politics 2 (1970): 337-63.
4. Adam Przeworski and Fernando Limongi, "Modernization: Theories and Facts," World Politics 49 (January 1997).
5. Zehra Arat, “Democracy and Economic Development: Modernization Theory Revisited,”
Comparative Politics 21 (1988): 21-36
6. Seymour Martin Lipset, “The Social Requisites of Democracy Revisited: 1993 Presidential Address,” American
Sociological Review 59 (February 1994): 1-22.
7. Epstein, David L.; Bates, Robert; Goldstone, Jack; Kristensen, Ida; O'Halloran, Sharyn “Democratic
Transitions” American Journal of Political Science, vol. 50, no. 3, pp. 551-569, July 2006
Books:
Samuel Huntington, Political Order in Changing Societies (New Haven: Yale University Press, 1968).
Apter, David E. 1965. The Politics of Modernization Chicago: University of Chicago Press.

Week Seven Thursday September 27 Dependency and its Aftermath

1. Velasco, Andres, “Dependency Theory” Foreign Policy, no. 133, pp. 44-45, Nov-Dec 2002
2. Almond, Gabriel A. 1965. "A Developmental Approach to Political Systems." World Politics 17
(January) 183-214.
3. Arturo and J. Samuel Valenzuela, "Modernization and Dependency," Comparative Politics (July 1978)
535-557.
4. Jackson, Steven, Bruce Russett, Duncan Snidal and David Sylvan. 1979. "An Assessment of
Empirical Research on Dependencia." Latin American Research Review 14(3), 7-28.
5. Frances Hagopian. “Political Development, Revisited.” Comparative Political Studies, Volume 33,
Number 6 (August 1, 2000), pp. 880-911
6. Mancur Olson. 1993. “Dictatorship, Democracy, and Development.” APSR 87(3):567-76.
7. Rudolph, Susanne Hoeber “The Imperialism of Categories: Situating Knowledge in a Globalizing World”
Perspectives on Politics, vol. 3, no. 1, pp. 5-14, Mar 2005

Books:
Apter, David E. Rethinking Development: Modernization, Dependency, and Postmodern Politics Newbury Park, CA:
Sage Publications
Evans, Peter. Dependent Development. The Alliance of Multinationals, the State and Local Capital in Brazil
(Princeton: Princeton University Press) 1979
Peter Evans. 1995. Embedded autonomy : States and Industrial Transformation. Princeton: Princeton University
Press.
Becker, David G. et al. 1987 Post-imperialism, International Capitalism and Development in the Late Twentieth Century
Boulder, Colorado: Lynne Rienner Publishers.

Week Eight Thursday October 4

Structure and agency; process; What is theory? deductive vs. inductive approaches

1. Terry Lynn Karl and Philippe C. Schmitter, "Modes of Transition in Latin America, Southern and Eastern
Europe," International Social Science Journal (May 1991), pp. 269-284.
2. John Higley and Michael G. Burton, "The Elite Variable in Democratic Transitions and Breakdowns," American
Sociological Review Vol. 54, No. 1, Feb. 1989, pp. 17-32.]
3. Frances Hagopian, "'Democracy by Undemocratic Means' Elites, Political Pacts, and Regime Transition in
Brazil." Comparative Political Studies 23, no. 2 (July 1990), pp. 147-169.
4. Barbara Geddes, "Paradigms and Sandcastles: Research Design in Comparative Politics,” APSA-CP Newsletter
8:1 (Winter 1997): 18-21. (http://www.nd.edu/~apsacp/apsa1997.html)
5. Howard, Marc Morje; Roessler, Philip G. “Liberalizing Electoral Outcomes in Comparative
Authoritarian Regimes” American Journal of Political Science, vol. 50, no. 2, pp. 365-381, Apr 2006

6
 6. Pye, Lucian W. 1990. "Political Science and the Crisis of Authoritarianism." American Political Science
Review 84 (March), 3-19.
7. Thomas, Linus J.; “Neoclassical Development Theory and the Prebisch Doctrine: A Synthesis”
American Economist, Spring 1994, v. 38, iss. 1, pp. 75-81.

Books:
Juan J. Linz, The Breakdown of Democratic Regimes: Crisis, Breakdown, and Reequilibration (Johns Hopkins, 1978). 130 pp.
ISBN 0-8018-2009-X
Guillermo O’Donnell and Phillippe Schmitter, Transitions from Authoritarian Rule: Tentative Conclusions about Uncertain
Transitions (Johns Hopkins UP, 1986). 71 pp. ISBN 0-8018-2682-9
Gretchen Caspar and Michelle M. Taylor, Negotiating Democracy: Transitions from Authoritarian Rule (U Pittsburgh Press,
1996).
Giuseppi di Palma. 1990. To Craft Democracies: An Essay on Democratic Transitions. Berkeley: University of California Press.
Paul Drake and Mathew McCubbins, (eds.) 1998. The Origins of Liberty: Political and Economic Liberalization in the Modern
World. Princeton: Princeton University Press.

Week Nine Thursday October 11 Third Wave/ Democratization & Democracy

1. Barbara Geddes. 1999. “What Do We Know About Democratization After TwentyYears?”Annual Review of Political
Science 2: 115-44.
2. Rose, Richard; Shin, Doh Chull, “Democratization Backwards: The Problem of Third-Wave Democracies”
British Journal of Political Science, vol. 31, no. 2, pp. 331-354, Apr 2001
3. Collier and Norden, "Strategic Choice Models of Political Change in Latin America," Comparative Politics, 24
(January 1992)
4. Karen Remmer, “The Sustainability of Political Democracy: Lessons from South America,” Comparative Political
Studies 29:6 (December 1996): 611-34.
5. Armony, Ariel C.; Schamis, Hector E. “Babel in Democratization Studies” Journal of Democracy, vol. 16, no. 4,
pp. 113-128, Oct 2005
6. Croissant, Aurel, and Wolfgang Merkel. 2004. Introduction: Democratization in the early twenty-first century.
Democratization 11, (5) (Dec): 1-9.
7. Bunce, Valerie. 2000. Comparative democratization: Big and bounded generalizations. Comparative Political
Studies 33, (6-7) (Aug-Sept): 703-734.

Books:
Samuel Huntington, The Third Wave: Democratization in the Late Twentieth Century (Norman: U Oklahoma P, 1991)
Przeworski, Adam, et al. 2000. Democracy and Development: Political Institutions and material Well-Being in the World, 1950-1990.
Cambridge: Cambridge University Press.
Lijphart, Arend. 1999. Patterns of Democracy: Government Forms and Performance in Thirty-Six Countries. New Haven: Yale
University Press.
Charles Tilly, Social Movements: 1768-2004 (Paradigm, 2004)

Week Ten Thursday October 18 Democratic Consolidation:

1. Adam Przeworski, Michael Alvarez, José Antonio Cheibub, and Fernando Limongi, “What Makes
Democracies Endure?” Journal of Democracy 7:1 (January 1996): 39-55
2. Juan J. Linz and Alfred Stepan, “Toward Consolidated Democracies,” Journal of Democracy 7:2 (April 1996): 14-
33.
3. Guillermo O’Donnell, “Illusions about Consolidation,” Journal of Democracy 7:2 (April 1996): 34-51; and the
debate on it in JoD 7:4 (October 1996): 151-68.
4. E. Huber, D. Rueschemeyer, and J.D. Stephens, “The Paradoxes of Contemporary Democracy: Formal,
Participatory, and Social Dimensions,” Comparative Politics 29:3 (April 1997): 323-342.
5. Schedler, Andreas. “Measuring Democratic Consolidation” Studies in Comparative International Development,
Spring2001, Vol. 36 Issue 1, p66,)

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 6. Kurtz, Marcus J. 2004. The dilemmas of democracy in the open economy: Lessons from latin america. World
Politics 56, (2) (Jan): 262-302
7. Bunce, Valerie. 2003. Rethinking recent democratization: Lessons from the postcommunicst experience. World
Politics 55, (2) (Jan): 167-192

Books:
Juan J. Linz and Alfred Stepan, Problems of Democratic Transition and Consolidation (Johns Hopkins UP, 1996).
Politics of Democratic Consolidation: Southern Europe in Comparative Perspective Edited by Richard Gunther, P. Nikiforos
Diamandouros, and Hans- Jurgen Puhle. (Baltimore: Johns Hopkins University Press, 1995)
Adam Przeworski. 1995. Sustainable Democracy. New York: Cambridge University Press.
Stephan Haggard and Robert Kaufman, 1995. The Political Economy of Democratic Transitions. Princeton: Princeton
University Press.
Does Democracy Help the Poor

Week Eleven Thursday October 25 Diffusion and regional effects

Cross-unit/transnational causation, time-series analysis.

1. Kenneth Bollen, “World System Position, Dependency, and Democracy: The Cross-National Evidence,”
American Sociological Review 48 (1983): 468-79.
2. Lev S. Gonick and Robert M. Rosh, “The Structural Constraints of the World-Economy on National Political
Development,” Comparative Political Studies 21 (1988): 171-99.
3. Harvey Starr, “Democratic Dominoes: Diffusion Approaches to the Spread of Democracy in the International
System,” Journal of Conflict Resolution 35:2 (June 1991): 356-381.
4. John O'Loughlin, Michael D. Ward, et al., "The Diffusion of Democracy, 1946-1994," Annals of the Association of
American Geographers, 88:4 (December 1998): 545-74. [The original is in color and is worth seeing.]
5. Pevehouse, Jon C. 2002. “Democracy from the Outside-In? International Organizations and
Democratization” International Organization, 56/ 3 (Summer): 515-549.
6. Gleditsch KS, Ward MD “Diffusion and the international context of democratization” International Organization
60 (4): 911-933 FAL 2006
7. Bell, James E.; Staeheli, Lynn A. “Discourses of Diffusion and Democratization” Political Geography, vol. 20, no.
2, pp. 175-195, Feb 2001

Books:
John Markoff, Waves of Democracy: Social Movements and Political Change (SAGE, 1996);
Laurence Whitehead, ed., The International Dimensions of Democratization: Europe and the Americas (Oxford UP, 1996).
International Democracy and the West: The Role of Governments, Civil Society, and Multinational Business. By Richard Youngs.
Oxford University Press, 2005.

Week Twelve Thursday November 1 Regime Types and Economic Performance

1. Kwon, Hyeok Yong. 2004. Economic reform and democratization: Evidence from latin america and post-socialist
countries. British Journal of Political Science 34, (2) (Apr): 357-368
2. Ma Sy. “The rise and fall of bureaucratic-authoritarianism in Chile” Studies in Comparative International Development 34
(3): 51-65 FAL 1999
3. Krieckhaus J “Democracy and economic growth: How regional context influences regime effects British Journal of
Political Science 36: 317-340 Part 2 APR 2006
4. Adam Przeworski; Fernando Limongi, “Political Regimes and Economic Growth,” The Journal of Economic
Perspectives, Vol. 7, No. 3. (Summer, 1993), pp. 51-69.
5. Gabriel Almond, "Capitalism and Democracy," PS: Political Science & Politics, 24 (September 1991)
6. Shevtsova L “The limits of bureaucratic authoritarianism” Journal of Democracy 15 (3): 67-77 JUL 2004
7. Carles Boix and Susan Stokes. 2003.´”Endogenous Democratization,” World Politics 55: 517-549.

Books:
Stephan Haggard and Robert R. Kaufman, The Political Economy of Democratic Transitions

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Larry Diamond and Marc F. Plattner, eds, Economic Reform and Democracy (Baltimore: Johns Hopkins University Press,
1995):
Hernando De Soto, The Other Path: The Invisible Revolution in the Third World (New York: Harper and Row, 1989)
José María Maravall, Regimes, Politics and Markets (Oxford: Oxford University Press 1997)
Przeworski, A, Alvarez, M, Cheibub, J A & Limongi, F (2000). Democracy and development.. New York: Cambridge
University Press.
Migdal, Joel. Strong Societies & Weak States State-Society Relations & State Capabilities in the Third World (Princeton:
Princeton University Press, 1988)
Hernando De Soto, The Mystery of Capital: Why Capitalism Triumphs in the West and Fails Everywhere Else
(London: Bantam Press, 2000)
Amy Chua. 2003. World on Fire: How Exporting Free Market Democracy Breeds Ethnic Hatred and Global Instability
Rec:
Robert A. Dahl, "Why Free Markets Are Not Enough," Journal of Democracy 3, 3 (July 1992), pp. 82-89.

Week Thirteen Thursday November 8 Culture and Cleavages

What is culture? static causes, inertia, case selection, vicious/virtuous cycles; share data on democracy and religion.

1. Robert W. Jackman and Ross A. Miller, “A Renaissance of Political Culture?” American Journal of Political Science
40:3 (August 1996): 632-59.
2. Fukuyama, Francis “Social capital, civil society and development” Third World Quarterly, Feb2001, Vol. 22 Issue
1.
3. Sidney Tarrow, “Making Social Science Work Across Space and Time: A Critical Reflection on Robert
Putnam’s Making Democracy Work,” American Political Science Review 90:2 (June 1996): 389-97;
4. Edward N. Muller and Mitchell A. Seligson, "Civic Culture and Democracy: The Question of Causal
Relationships," American Political Science Review 88, no. 3 (September 1994), pp. 635-652.
5. William A. Galston, “Civil Society and the ‘Art’ of Association,” Journal of Democracy 11, no. 1 (January 2000):
64-70.
6. Theda Skocpol. 1997. “The Tocqueville Problem,” Social Science History, 21(4):455-479.
7. Hadenius, A, Teorell, J “Cultural and economic prerequisites of democracy: Reassessing recent evidence”
Studies in comparative international development 2005 Volume: 39 Issue: 4 Page: 87 -106
8. Philpott, Daniel, “The Catholic Wave” Journal of Democracy, vol. 15, no. 2, pp. 32-46, Apr 2004

Books:
Putnam, Robert. Making Democracy Work: Civic Traditions in Modern Italy (Princeton: Princeton Univ Press,
1994).
Crawford Young. 1994. The African State in Comparative Perspective.
Lisa Anderson. 1984. The State and Social Transformation.
Judith Tendler, 1997. Good Government in the Tropics. Baltimore: Johns Hopkins.
Rec.
Donald L. Horowitz, "Democracy in Divided Societies," Journal of Democracy 4:4 (October 1993): 18-38.

Week Fourteen Thursday November 15 Civil Military Relations & Functionings Approach
1. Bruneau, Thomas; Trinkunas, Harold “Democratization as a Global Phenomenon and its Impact on Civil-
Military Relations” Democratization, vol. 13, no. 5, pp. 776-790, Dec 2006
2. David Pion-Berlin, "Military Autonomy and Emerging Democracies in South America," Comparative Politics 25,
no. 1 (October 1992), pp. 83-103.
3. Cottey, Andrew; Edmunds, Timothy; Forster, Anthony, “The Second Generation Problematic: Rethinking
Democracy and Civil-Military Relations. Armed Forces & Society, Sep2002, Vol. 29 Issue 1, p31, 26p
4. Tanner, Murray Scot. 2000. Will the state bring you back in? policing and democratization. Comparative Politics
33, (1) (Oct): 101-124

Book:
Alfred Stepan, Rethinking Military Politics: Brazil and the Southern Cone (Princeton: Princeton University Press, 1988)

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Civil-Military Relations in Latin America: New Analytical Perspectives. Edited by David Pion-Berlin. Chapel Hill: University of
North Carolina Press, 2001.
Brian Downing. 1992. The Military Revolution and Political Change. Princeton: Princeton University Press.

Functionings Approach
1. Welzel, Christian; Inglehart, Ronald; Klingemann, Hans-Dieter “The Theory of Human
Development: A Cross-Cultural Analysis” European Journal of Political Research, vol. 42, no. 3, pp. 341-
379, May 2003
2. Evans, Peter. “Development as Institutional Change: The Pitfalls of Monocropping and the
Potentials of Deliberation” Studies in Comparative International Development, vol. 38, no. 4, pp. 30-52,
winter 2004
3. Gasper, Des. Is Sen's Capability Approach an Adequate Basis for Considering Human
Development?” Review of Political Economy, vol. 14, no. 4, pp. 435-461, Oct 2002.
4. Evans, Peter. “Collective Capabilities, Culture, and Amartya Sen's Development as Freedom” Studies
in Comparative International Development, vol. 37, no. 2, pp. 54-60, summer 2002
Books:
Nussbaum, Martha Women and Human Development The Capabilities Approach Cambridge: Cambridge
University Press, 2000.
Sen, Amartya. Development as Freedom. Oxford University Press, 1999.
Christian Welzel Modernization, Cultural Change, and Democracy: The Human Development Sequence (Cambridge University
Press, 2005).

November 22nd – No class – Thanksgiving

Recommended Readings:
African Perspectives on Development: Controversies, Dilemmas and Openings Ulf Himmelstrand, Kabiru Kinyanjui,
and Edward Mburugu, eds. London: James Curry Ltd., 1994.
African Politics and Problems in Development Richard L. Sklar and C.S. Whitaker. Boulder: Lynne Rienner
Publishers, 1991.
Chilcote, Ronald H. 1984. Theories of Development and Underdevelopment Boulder, Colorado: Westview Press.
Civic Culture Gabriel Almond and Sydney Verba. 1963.
David Collier The New Authoritarianism in Latin America (Princeton, 1979) pp. 1-32
Dube, S.C. 1988. Modernization and Development: The Search for Alternative Paradigms London: Zed Books and
Tokyo: United Nations University.
Feminist Frameworks: Alternative Accounts of the Relations Between Women and Men Edited by Alison Jaggar and
Paula Rothenberg.(New York: McGraw-Hill) 1984. Ch.1 and conclusion
G. Bingham Powell Contemporary Democracies: Participation, Stability and Violence (Cambridge: Harvard 1982)
Hobson, J.A. 1965. Imperialism: A Study Ann Arbor: Ann Arbor Paperbacks, University of Michigan Press.
Prebisch, R. Hacia una dinamica del desarrollo latinoamericano Mexico, 1963.
Rostow, Walt W. 1960. The Stages of Economic Growth: A Non- Communist Manifesto Cambridge: Cambridge
University Press.
Weiner, Myron, and Samuel P. Huntington (eds.). 1987. Understanding Political Development Boston: Little
Brown.
Mao Zedong. 1971. “Some Questions Concerning Methods of Leadership.” Selected Works of Mao Tse-Tung. Peking:
Foreign Languages Press. Vol III, pp. 117-22.

Papers
You must turn in a copy of your paper to me. In addition, you must submit the same paper electronically to:
http://turnitin.com/ You must register for turnitin.com before you do this. BOTH COPIES MUST BE RECEIVED BY THE
DEADLINE (5 pm the day before you present). .

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Register and then log on to the class. The course number is 1422888 and the password is progress.
Your paper will receive a zero if it is not submitted to turnitin.com.

Adapted from Duke university guidelines for writers,

AVOIDING PLAGIARISM
GATHERING RESEARCH MATERIAL

Take time to make careful choices among -- and learn to use -- the research tools available to you.
You will probably find that your favorite Web search engine is not adequate, by itself, for college-level
research. Consult with your professor or a librarian. You may need to use specialized research tools, some of
which may require learning new searching techniques.

Expect to make trips to the library. While you can access many of the library's resources from your home
computer, you may find that you need to make several trips to the library to use materials or research tools
that are not accessible remotely. Of course you will be seeking the best information, not settling for sources
simply because they happen to be available online.

Allow time for gathering materials that are not available at UTD. The Interlibrary Loan office can
borrow articles and books from other libraries, but this process takes additional time.
Allow time for reading, rereading, absorbing information, taking notes, synthesizing, and revising your
research strategy or conducting additional research as new questions arise.

TAKING NOTES

Sloppy note-taking increases the risk that you will unintentionally plagiarize. Unless you have taken
notes carefully, it may be hard to tell whether you copied certain passages exactly, paraphrased them, or
wrote them yourself. This is especially problematic when using electronic source materials, since they can so
easily be copied and pasted into your own documents.

Identify words that you copy directly from a source by placing quotation marks around them, typing them
in a different color, or highlighting them. (Do this immediately, as you are making your notes. Don't expect to
remember, days or weeks later, what phrases you copied directly.) Make sure to indicate the exact beginning
and end of the quoted passage. Copy the wording, punctuation and spelling exactly as it appears in the
original.

Jot down the page number and author or title of the source each time you make a note, even if you are not
quoting directly but are only paraphrasing.

Keep a working bibliography of your sources so that you can go back to them easily when it's time to
double-check the accuracy of your notes. If you do this faithfully during the note-taking phase, you will have
no trouble completing the "works cited" section of your paper later on.

Keep a research log. As you search databases and consult reference books, keep track of what search terms
and databases you used and the call numbers and url's of information sources. This will help if you need to
refine your research strategy, locate a source a second time, or show your professor what works you
consulted in the process of completing the project.

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 DOCUMENTING SOURCES

You must cite direct quotes.

You must cite paraphrases. Paraphrasing is rewriting a passage in your own words. If you paraphrase a
passage, you must still cite the original source of the idea. For detailed examples and a discussion, see
Appropriate Uses of Sources.

You must cite ideas given to you in a conversation, in correspondence, or over email.

You must cite sayings or quotations that are not familiar, or facts that are not "common
knowledge." However, it is not necessary to cite a source if you are repeating a well known quote such as
Kennedy's "Ask not what your country can do for you . . .," or a familiar proverb such as "You can't judge a
book by its cover." Common knowledge is something that is widely known. For example, it is common
knowledge that Bill Clinton served two terms as president. It would not be necessary to cite a source for this
fact.

These types of sources should be
documented.
There is a common misconception
that only printed sources of
information, like books and
magazine articles, need to be
formally cited. In fact, audiovisual
and electronic sources -- even email
messages -- must be documented as
well, if you use ideas or words from
them in your writing. Here are some
examples of the kinds of sources that
should be cited:
Printed sources: books, parts of books, magazine or journal
articles, newspaper articles, letters, diaries, public or private
documents.
Electronic sources: web pages, articles from e-journals,
newsgroup postings, graphics, email messages, software,
databases.
Images: works of art, illustrations, cartoons, tables, charts,
graphs.
Recorded or spoken material: course lectures, films, videos, TV
or radio broadcasts, interviews, public speeches, conversations.

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