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2019/2020

Global Inequality and Economic Institutions in Historical Perspective

Type: Mago-Lego
Delivered by: Department of History
When: 3 module
Instructors: Elena Kochetkova
Language: English
ECTS credits: 3

Course Syllabus

Abstract

This course proposes the audience to discuss global inequalities via the lens of history and economic lens with an address to economic institutions and technological, environmental, political, and societal issues to answer the following question: why is the present world so unequal? Why some nations are rich while other are not? Will it be so in the future? Why some countries take technological and economic lead, some have a great cultural impact on the others, some give tone to ecological policies while others are seen as “the rest”? Where and when do conditions necessary for intensive development begin to form if to look historically? Are they naturally developed or artificially created in the process of modernization? While offering multiple interpretations and theories for answering these questions, the course will focus on the roles of economic institutions understanding them as various practices, rools, and interactions via the lens of Douglass North. From the course, which is shaped as a series of lectures and seminar discussions, the students will learn about the main developments of the globe through the 19th – 21st centuries. The course will discuss the following themes: roles of technologies and innovations in economic change, periphery and marginality, colonialism, theories of modernity, socialism, capitalism and hybrid forms, roles of natural resources and extractive economies, among some others.
Learning Objectives

Learning Objectives

  • interdisciplinary and broad enough the course will be useful many for students with different backgrounds and interests who want to learn about the origins of contemporary phenomenon of global inequality
  • The course will discuss topical methodologies of economic and social history with a particular focus on economic institutions engaging with technological and environmental history.
  • give a solid overview of classical and fresh literature discussing the role of economic institutions in human developments and their roles in making and overcoming global inequalities. It will also provide the attendants with the basic knowledge of key events, names, and dates of global economic and technological history in the 17th-21st century.
Expected Learning Outcomes

Expected Learning Outcomes

  • Distinguish between different perspectives by drawing on their knowledge of the discipline
  • Practice a range of research skills and scientific methods for studying history
  • Demonstrate a wide range of generic skills, including skills in communication, information processing, teamwork, critical and creative thinking, computing independent learning
  • Take a creative approach to using new and existing technologies for educational purposes
Course Contents

Course Contents

  • Introduction to Global Inequalities
  • Economic institutions
  • Modernity
  • Economic Growth in Socialism and Capitalism
  • Natural Resources
  • Technological Innovations
Assessment Elements

Assessment Elements

  • non-blocking Class attendance and Written assignments
    Students are expected to attend both lectures and seminars, regularly do their homework reading and study according to the lists of sources provided by the lecturer. The resources for this class are the primary sources, research literature, lectures, etc. At seminars, students are expected to take active part in the discussion and demonstrate knowledge of the content of lectures and readings. Seminar discussions are based on the previously given readings, and fragments of sources introduced by the teacher and analyzed collectively by the class. During the course, the students have to prepare questions for the paper discussion and write short summaries of read works. Summaries are graded as part of seminar activities. Attendance and levels of participation in class discussions during the seminars influence the final grade. If the student misses more than 35% of class meetings, additional assignment can be provided. In the end of the course students submit a review essay.
  • non-blocking exam
    The exam consists of two parts. First, it is taken in the form if written essay of five – seven pages long. The grade for the exam is made both from the essay and discussion of essays held at the final seminars. The theme of the essay must be defined by the student consulting the instructor and must address an aspect related to the course. The instructions for essays are given below. The criteria for evaluation: -quality of research question(s) -intro to the topic -quality of argumentation -conclusions, their logic and strength -novelty (not retelling of literature or well known facts/conclusions) -connection to the theme of the course Second, the discussion of the essays will be held as part of examination. For the exam talk, please, go through your essay once more and also remember/better read works related to the essay you used. I will ask questions based on the evaluation criteria (for example, about the correlation between the essay topic and inequality, etc). The exam can (or cannot, but will not decrease) increase your final grade. Technical requirements: enter the zoom room https://us02web.zoom.us/j/84375185893?pwd=TUk0VWZEOTBhRUlDM1F0NDlqYU91dz09
Interim Assessment

Interim Assessment

  • Interim assessment (3 module)
    0.5 * Class attendance and Written assignments + 0.5 * exam
Bibliography

Bibliography

Recommended Core Bibliography

  • Harvey, D. (2014). Seventeen Contradictions and the End of Capitalism. Oxford: Oxford University Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=752620
  • Hecht, G. (2012). Being nuclear : Africans and the global uranium trade / Gabrielle Hecht. Cambridge, Mass.: MIT Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edswao&AN=edswao.38044755X
  • Krige, J. (2006). American Hegemony and the Postwar Reconstruction of Science in Europe. Cambridge, Mass: The MIT Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=176844
  • Rostow, W. W. (1991). The Stages of Economic Growth. Cambridge University Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsrep&AN=edsrep.b.cup.cbooks.9780521400701

Recommended Additional Bibliography

  • Sanchez-Sibony, O. (2014). Red Globalization : The Political Economy of the Soviet Cold War From Stalin to Khrushchev. New York: Cambridge University Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=696274
  • White, E. (2003). Kwame Nkrumah: Cold War Modernity, Pan-African Ideology and the Geopolitics of Development. Geopolitics, 8(2), 99–124. https://doi.org/10.1080/714001035