Comparative Democratization
PS/LAS/RUSS 246 1/27/14
Comparative Democratization
Course Handbook
Neill 213, Tuesdays & Thursdays 9:40-11:10 am, Spring 2014
Instructor: Paul Dosh Cell: 651-641-0416
Email: Office: Carnegie 203H
Office hours: Sign-up via GoogleDoc
Course Resources: www.macalester.edu/academics/las/facultystaff/pauldosh/courseresources
Contents
COURSE OVERVIEW1
Study Cycles2
Expectations3
Required readings3
ASSIGNMENTS
General Notes on Assignments3
Summary of Assignments and Due Dates4
Descriptions of Assignments5
ASSESSMENT
Overview of System of Assessment14
Assessment Criteria and Rubrics14
SYLLABUS
Course Introduction17
Study Cycle I: Chile17
Study Cycle II: South Africa19
Study Cycle III: Russia21
Study Cycle IV: Iran22
Welcome to Comparative Democratization! Beginning with the liberalization of authoritarian rule in Portugal in 1974 and extending into the 1990s, dozens of countries around the world completed transitions to democracy. Scholars marveled at this “resurgence of democracy.” Some characterized it as an inexorable wave of democratization. But just as soon as these new democracies made their way through Southern Europe, Latin America, Eastern Europe, Russia, and East Asia, the consolidation of these regimes faltered. Upon closer examination, scholars found illiberal aspects to these new democracies. Some were threatened by the persistence of authoritarian interests who remained disloyal to the democratic order. Others were weakened by poorly organized civil societies, anemic political parties, and electoral rules that favored personalist leadership at the cost of elite accountability to the electorate. Although these polities remained formally democratic -- they held periodic elections and maintained laws defining and defending civil rights -- in practice they continued to suffer from extrajudicial challenges to democratic procedures.
What causes a democratic system to breakdown? Why do authoritarian regimes collapse or endure? What political institutions are most likely to result in democratic consolidation?
Analyzing questions likes these is important for understanding the political issues of 2014. Given that democratic Chile has successfully alternated power from the Center-Left to the Right and now back to the Center-Left—all through democratic processes—can Chile be said to have better off for having spent 17 years under the Pinochet dictatorship? Was the late Nelson Mandela too generous to white elites in crafting an inclusive South African constitution? Does Vladimir Putin’s recentralization of power signal a return to the authoritarianism— or even totalitarianism—of Russia’s past? And do local-level democratic signs hold any promise in an Iran ruled by theocracy? These and other questions will challenge us to think, analyze, and write, with both creativity and rigor.
Study Cycles
Our course is divided into several introductory class sessions followed by four study cycles. Each study cycle includes five class days that explore a set of issues through a specific country case. Each cycle includes historical background, theoretic approaches to political change, and analysis of contemporary politics.
Each study cycle begins with an opening lecture and film or film excerpt. On the subsequent days of each study cycle, reading assignments typically include about 3 substantial readings per day. I will provide regular guidance on which sections of readings are most important. Our class will analyze, discuss, and present these readings in a variety of formats, often involving student leadership.
There are typically no reading assignments for the last day of a study cycle, when we process what we have learned through a simulation or other exercise. The first simulation focuses on Chile’s attempt to remove the dictator Pinochet from power. The second simulation is a role-played debate about South Africa transition from apartheid to democracy. The third and fourth simulations (on Russia and Iran) will be created and directed by students, and may take a variety of formats.
For each simulation, the class is split between Participants and Observers. Each participant will prepare for her or his role. Observers watch the exercise, possibly playing a small role (e.g., casting ballots or asking questions of the core participants) and then discuss it and provide feedback. You will be a participant in two or three of the four simulations. Participants are evaluated in writing, but are not graded, though your participation contributes to your Class Engagement grade. Only student co-directors (see below) are graded for their work on a simulation.
Expectations
You can expect me to be tirelessly enthusiastic and to work hard for you, both this semester and in future semesters when you need advising and reference letters. I will make time for you and I will provide constructive and encouraging feedback.
I expect you to arrive on time and prepared to engage. You are entitled to a day or two where you are dead tired and need to be left alone--just let me know. But the norm is for you to arrive a few minutes early, ready to engage.
We will commit class time to identifying your expectations. Here are a few more of mine:
•Respect for conflicting and difficult views.
•Respect for personal experiences.
•Reflections on positionality and openness to dialogue about privilege and power.
•Willingness to learn from each other and teach each other.
•Prioritizing this class most of the time, especially the first two weeks.
•Volunteering input on how to improve the course, both when it is solicited and not.
•Punctuality and communication. If you can’t make it to class, if you’ll be late, or if you will turn in an assignment on an alternate date, I expect you to tell me in advance.
This course requires a lot from you, but you receive a lot as well, from me and your classmates—I know most of the student in class and this is a strong group, so expect a lot from your peers. We are going to work hard this semester and I hope that the energy and enthusiasm we each contribute will make this class a great success.
Required readings
Most readings can be found on Moodle. There is also one required book (at the Bookstore and on 2-hour reserve):
•Habib, Adam. 2013. South Africa’s Suspended Revolution: Hopes and Prospects. Athens: Ohio University Press.
ASSIGNMENTS
General Notes on Assignments
Language options for written assignments: English or Spanish
Required citation/bibliography style: APSA Style Guide (download a compact version of this style guide from Course Resources page)
Courses Resources Web Page
Sample work available at www.macalester.edu/academics/las/facultystaff/pauldosh/courseresources.
On-Time Work Policy
Setting and meeting deadlines is an important professional skill. The syllabus provides “default” deadlines for assignments. I expect you to either meet these deadlines or set alternative deadlines with me in advance. College is an important time to develop a reputation as someone who gets things done and gets things done on time. If you cannot meet a deadline, it is your responsibility to communicate with me in advance about when the work will be complete.
Students with Special Needs
I am committed to providing assistance to help you be successful in this course. Students seeking accommodations based on disabilities should meet with Lisa Landreman, Associate Dean of Students. Call x6220 for an appointment. Students are encouraged to address any special needs or accommodations with me as soon as you become aware of your needs. More info at www.macalester.edu/studentaffairs/disabilityservices.
Summary of Assignments and Due Dates
Written Assignments Due Date Percent of Grade
Single Point Paper #1no later than Feb 20part of Class Engagement
Single Point Paper #2no later than Mar 11part of Class Engagement
Single Point Paper #3no later than Apr 8part of Class Engagement
Analytic Paper #1 (Chile)Feb 2615%
Analytic Paper #2 (South Africa or Russia)Mar 14 or Apr 1115%
Research Paper TopicMar 25part of Class Engagement
Research Paper Rough DraftApr 285%
Research PaperMay 930%
Other Assignments
Class Engagementongoing20%
Simulation Participationvariespart of Class Engagement
Classroom Leadership Rolevaries15%
-option #1: Partisan Narrative
-option #2: 9:59 Lecture
-option #3: Co-Direct a Simulation
Presentation of Creative WorkMay 6part of Class Engagement
Descriptions of Assignments
Single Point Paper
Summary: A two-page reaction paper that supports a single argumentative claim with evidence.
Criteria for assessment: Argumentation, evidence, written communication (and visual communication if you create a table or figure)
Sample available on course resources web page?: Yes
Collaboration options: A three-page paper can be co-authored with a classmate
Office hours consultation: Always welcome
You will write three Single Point Papers (SPP)—a reaction paper (1-2 pages) that supports a single argumentative claim with evidence. SPPs may co-authored with a classmate. An SPP engages a reading or set of readings. As you read and take notes, think about what key ideas are emerging. Formulate one key assertion. The assertion may be substantive, analytic, methodological, theoretic, or any combination of these. Sample SPPs are posted on theCourse Resources page.
Here are three examples of SPP arguments: 1) “In her analysis of Guatemala’s peace process, Jonas sets too high a standard for success and overlooks the important gains that were made”; 2) “O’Donnell’s concept of delegative democracy helps us understand the collapse of the party system and Venezuela”; and 3) “Chalmers breaks new ground with his approach to representation, but the evidence doesn’t support his theory.”
Don’t be afraid to be overly bold with your claim. The goal is to raise an interesting point; don’t feel you have to be able to definitively prove it. SPPs are due in class on the day we discuss the readings you analyze. They may not be turned in late.
Analytic Paper
Summary: A 5-6 page paper that goes out of its way to “show off” your knowledge of specific course themes, readings, lectures, and discussions.
Criteria for assessment: Argumentation, evidence, written communication (and visual communication if you create a table, figure, timeline, or other visual aid)
Sample available on course resources web page?: Yes
Collaboration options: A 7-8 page paper can be co-authored with a classmate
Office hours consultation: Always welcome
You will write two Analytic Papers (5-6 pages each). The principal objective of each Analytic Paper is to creatively demonstrate mastery of course readings, discussions, lectures, student presentations, and films.
You are encouraged to build upon ideas developed in Single Point Papers and/or to experiment with ideas that may contribute to your Research Paper. A handout with possible topics will be distributed one week in advance, but your own topics are also welcome, so long as they follow the parameters described on the handout.
As with all papers you should use the APSA citation style. Your paper should include a bibliography.
Try and demonstrate your knowledge of the readings and lectures through thoughtful application of ideas, not via the number of times you mention an author’s name. In other words, there’s no need to excessively cite every sentence or paragraph, but give credit where it is due. I do not expect you to given equal attention to all readings. Let the argument of your paper drive your decision of which readings to make use of to what degree you use them.
Research Topic Statement, Rough Draft, and Research Paper
Summary: A 15-20 page research paper that you build toward with a topic statement and a peer-reviewed rough draft.
Type of assessment: Written feedback with summary mark.
Criteria for assessment: Argumentation, evidence, written communication, and visual communication (all student should include some visual element, such as tables, figures, timeline, or photos)
Sample available on course resources web page?: Yes
Collaboration options: Two students may co-author a 25-30 page paper. One such collaboration (by two sophomores in CDN) was published in Berkeley’s Politica journal. Analyzing two country cases, these two students each became an expert on one of the countries in order to write an especially strong paper.
Office hours consultation: Required
You will choose a case (usually a country or pair of countries), learn about it through research, and discuss it in light of one or more theories from the course. You have three formal due dates for this project:
1) a 1-2 page Research Paper Topic statement;
2) a 15+ page Rough Draft;
3) a 15-20 pages Research Paper
However, you are encouraged to seek additional guidance at each stage of this project through office hours visits, conversations about your project, or submitting outlines/sketches of your argument for feedback.
Research Paper Topic
Your initial research topic statement is intended to help you get started. Begin with the research question that interests you. Try to make your question specific, enticing, feasible, and original. It can also be a set of related questions. Spend 1-2 pages describing the topic and how you plan to study it. Identify one or more bodies of literature that will likely frame your project (e.g., social movements, urban politics, democratization). Get started on a bibliography that will grow from week to week.
Sample Past Research Paper Topics
“Nationalism as an Impediment to Democratic Reform: A Comparative Analysis of Iranian and Russian Nationalisms”
“A Culture of Favors?: An Analysis of Political Corruption in the Face of Democratic Consolidation in Paraguay”
“Constructing the Bedrock of Democracy from Divided Societies: Successes, Failures and Shortfalls of Zimbabwe and South Africa”
“Decentralization in Brazil: How the States Won the Constitution”
“Church Responses to Military Dictatorship: The Influence of Progressive Forces in Brazil and Argentina”
“Leaders, Civil Society, and Law: Transitions in South Africa and Zimbabwe”
“Success vs. Failure: The Importance of Institutional Infrastructure in Russian and Argentina Privatization”
“The Future of the Titans: Capitalism and Democracy in China and India”
“The Relationship Between Ideology and Institutions: Oppression of Iranian and Chinese Women Explained”
“Press Restrictions in Russia and Egypt: An Added Obstacle on the Road to Democracy”
“Of Buttresses and Bedrock: The Need for Mass Support in the Founding of Foco Revolutions in Guatemala and Bolivia”
Evaluation of Rough Drafts
Your Rough Draft should at meet at least three criteria: 1) Quantity of writing (do you have 15 pages written?); 2) Presence of an argument (do you have a clear argument and do you state in clearly in your introduction?); and 3) Evidence of research (do you have a bibliography with a variety of sources?). Your rough draft may be full of errors, arrows, reminders to yourself and may be a bit chaotic. The point is to get it all out on the page.
We will also coordinate peer review of rough drafts. I will read over your rough draft, but such a reading will necessarily be cursory and intended primarily to head off major errors. I will not be able to line-edit your draft. Having one of your classmates read your rough draft will help you clarify your ideas and provide you with useful feedback that you can choose to incorporate into your final draft.
Research and Writing of Final Paper
This 15-20 page paper is an opportunity to apply a set of theoretical assumptions to an empirical case (or cases), and thus gain a better understanding of one or more political science issues with respect to that case. This, in turn, will position you to make an assessment of how well that theory or set of theories explains causal processes particular to your case. You may find that a theory does a great job or a poor job explaining the events that interest you. In either case, you should use this case study both to understand your case and to make some comment about how your study sheds light on the utility of the theory in question.
Your paper be argument-driven. Thus, it should be more than a story about what is happening in a particular country, it should analyze why events are happening or happened in a certain way. This is crucial, so please talk to me if this is unclear. This argument should be mentioned in your introduction, steadily developed throughout the body of your paper, and stated clearly in your conclusion. This is important both for communicating to the reader and because forcing yourself to state your argument will help clarify your thinking about the objective of your paper.
Citations and bibliography must use the APSA style. Paper must include an abstract. It must also have a visual element, such as figures, tables, timeline, photos, and/or graphs.
Creative Writing/Art Assignment
Summary: An open invitation to share your creative talents via an artistic rendering of an aspect of Comparative Democratization. Creative projects are presented during our final meeting.
Criteria for assessment: None
Sample available on course resources web page?: No
Collaboration options: Collaboration is welcome and has been successful in the past.
Office hours consultation: Always welcome
You will complete some creative work that engages a theme, organization, country, or individual from the course. Examples of past student work include a short story, a set of short poems or one longer poem, a song, a dance performance, a drawing, a painting, a collaborative skit, a collage, and a photo essay, but other possibilities exist. Our final meeting will be devoted to ungraded and celebratory presentations of student work.
Partisan Narrative
Summary: A 5-10 minute first-person narrative told in the persona of an important political figure, followed by 5-15 minutes of Q&A, during which you answer questions while staying in character.
Criteria for assessment: Oral communication, evidence, and visual communication.
Sample available on course resources web page?: No
Collaboration options: May choose a pair of antagonists to be portrayed in dialogue by you and another student.
Office hours consultation: Full start-to-finish rehearsal required. Should occur at least two days prior to your scheduled presentation in case a second rehearsal is required.
Partisan Narratives are concise 5-10 minute speeches delivered in the role of important political and historical figures. Narrators then answer questions while maintaining their role. Your narrative will both convey biographical information about this figure and will teach about her or his political era--but from a biased and partisan perspective. Hence you have a two-fold task to both 1) teach us about your character; and 2) make some argumentative claim. One preliminary step that can help you focus in on an argument is to decide who your audience is and when your character is speaking.