Urbanization and Rural Development
AFRS-3000 (3 credits / 45 class hours)
SIT Study Abroad Program:
Madagascar: Urbanization and Rural Development
Course Description
The Urbanization and Rural Development Seminar (URDS) is an interdisciplinary course,
conducted primarily in French with some sessions in English. Required readings will be primarily
in English and optional readings in French. The course is designed to provide students with first
hand academic and experiential knowledge about a range of subjects related to urbanization
and rural development in Madagascar, with a particular emphasis on matters related to
Malagasy culture and society. The Urbanization and Rural Development Seminar explores the
inter-related contemporary issues of rapid urbanization combined with rural development efforts.
Encompassing 45 academic hours (3 credits), the course seeks to balance academic lectures
and reading assignments with field-based activities and excursions that follow the experiential
learning model. During each phase of the program, students are encouraged to form a
synthesis of their own cross-cultural interactions, observations and the material that is
presented in formal class sessions.
Course Objectives
Urbanization and Rural Development has an interdisciplinary and critical focus encompassing
45 academic hours (3 credits). The primary objectives for the seminar include:
 To study from both a theoretical and practical standpoint the key social, cultural,
economic, political, environmental and historical factors that influence human settlement
in urban and rural areas in the contemporary Malagasy context;
 To explore the interaction between the urban and the rural, and the resulting effects on
lives and livelihoods;
 To introduce students to a variety of institutions, individuals, geographical locations, and
viewpoints in Madagascar, thus contributing to cross-cultural understanding and
responsibility; and
 To delegate academic and social skill-building activities in such a way that students take
responsibility for their own learning.
*This syllabus is representative of a typical semester. Because courses develop and change over time to take
advantage of unique learning opportunities, actual course content varies from semester to semester.
Copyright © SIT, a program of World Learning
Learning Outcomes:
By the end of the course, students should be able to:
 Demonstrate a good knowledge of Malagasy cultural history, geography, economy and
politics;
 Show greater understanding of the factors that influence movements in urban and rural
settlement in Madagascar;
 Explain the factors driving migration to- and from- urban and rural areas of Madagascar;
 Discuss the consequences of rapid urbanization and rural environmental degradation on
Malagasy culture and society; and
 Display awareness of the role of development in both rural and urban settings in
Madagascar.
Course Requirements
Readings
You are responsible for all the required readings, and should be prepared to bring them to bear
on discussions in class. The readings will help you place the classes in their context, to
challenge and engage lecturers, to generate questions for class discussions and to deepen your
knowledge of particular aspects discussed in class. They are not necessarily tailor-made for
each and every class. Readings are always subject to change, but the following list provides an
idea of the type of material that will be included.
Required Readings
Culture, History and Overview of Madagascar
Bloch, Maurice. (1968). ―Tombs and Conservatism among the Merina of Madagascar.‖ Man,
New Series 3(1): 94-104.
Marcus, Richard R. (2004). ―Political Change in Madagascar: Populist democracy or
neopatrimonialism by another name?‖ ISS Paper 89, August 2004.
Lambek, Michael. (2003). The Weight of the Past: Living with History in Mahajanga. New York:
Palgrave Macmillan.
Raison, Jean-Pierre. (2000). Madagascar, Vers une Nouvelle G ographie R gionale.
L'information G
, 64: 1-19.
Randrianja, Solofo and Stephen Ellis. (2009). Madagascar: A Short History. Chicago: University
of Chicago Press.
Sharp, Lesley A. (2002). The Sacrificed Generation: Youth, History, And The Colonized Mind In
Madagascar. Berkley: University of California Press.
Urfer, Sylvain and Rajeririson, Patricia. (2009).
Bleu.
R
. Paris: Le Cavalier
Rural Development
APB Consulting. (2006). Les Implications Structurelles de la L
L’
D
Rural. Banque Mondiale: Premi re Phase du Programme Ruralstruc.
Goedefroit, Sophie. (2006). Quel Développement à Madagascar? Etudes rurales, n°178.
*This syllabus is representative of a typical semester. Because courses develop and change over time to take
advantage of unique learning opportunities, actual course content varies from semester to semester.
Copyright © SIT, a program of World Learning
2
Lipton M. (1977). Why Poor People Stay Poor: Urban Bias in World Dvelopment. London:
Temple Smith.
PNUD. (2008). Plan D’
Programme Pays entre le G
, 2008-2011. PNUD: CPAP, Janvier
2008.
Sandron Fr d ric (Ed). (2007). Population et D
Madagascar. Paris: l'Harmattan.
UN-HABITAT. (2007). Document de Programme Pays, 2008-2009, Madagascar. Programme
des Nations Unies pour les Etablissements Humains Bureau R gional pour l’Afrique et les
Pays Arabes.
Zeller M, Lapenu C, Minten B, Ralison E, Randrianaivo D and Randranarisoa C (1999).
Pathways of rural development in Madagascar: An Empirical Investigation of the Critical
Triangle between Environmental Sustainability, Economic Growth and Poverty Alleviation.
Quarterly Journal of International Agriculture 2:105–127
Urban Issues
Banque Mondial. (2011). L’
le Nouveau Defi Malgache.
Fournet Guerin, Catherine. (2007). Vivre à Tananarive: Géographie du Changement dans la
Capitale Malgache. Paris: Kathala.
Gossling, Stefan and Schumacher, Kim Philip (2012). Conceptualizing the Survival Sector in
Madagascar. Antipode. 44(2): 321–342.
Guilloux, Carole. (2010). Le Biais Anti-urbain de L’
Développement à Madagascar.
l’Institut des Métiers de la Ville, Ile de France-Antananarivo.
Quartiers Informels. Rapport
Commission 3-Metropolis. (2007).
I
d activit - Atelier Antananarivo, Septembre 2007.
Kessides, Christine. (2000). Cities in Transition. World Bank and Local Government Strategy.
World Bank.
Ramamonjisoa Joc lyne (Ed). (1998). La C
Urbanisme. Tananarive: Tsipika.
Mille. Antananarivo: Histoire, Architecture,
Wachsberger, Jean-Michel. (2009). Les Quartiers Pauvres
ou Support des Individus? Autrepart, 51: 117-138.
Antananarivo: Trappe de Pauvret
Additional Recommended Readings
Graeber, David. (2007). Lost People: Magic and the Legacy of Slavery in Madagascar.
Bloomington: Indiana University Press.
Villalón, Leonardo A. and Peter Von Doepp, Ed. (2005).
F
Of Af
’
Experiments: Elites And Institutions. Bloomington: University of Indiana Press.
PLEASE NOTE: COURSE CONTENTS, LECTURERS AND READINGS MAY BE MODIFIED
AS NEEDED. SHOULD ANY CHANGE OF CLASS TOPICS OR LECTURERS BE
NECESSARY, STUDENTS WILL BE PROMPTLY NOTIFIED.
*This syllabus is representative of a typical semester. Because courses develop and change over time to take
advantage of unique learning opportunities, actual course content varies from semester to semester.
Copyright © SIT, a program of World Learning
3
Evaluation and Grading Criteria
Urbanization and Rural Development seminar (URDS) Assignments
All assignments may be submitted in either English or French. Timely completion of all seminar
assignments is expected. Late hand-ins will be penalized. All assignments are evaluated
according to organization, analytical quality, and depth of understanding, argumentation and
presentation of evidence.
Evaluation
Literature review on pre-departure materials
Critical Analysis Paper
Weekly Synthesis Session
Academic Excursion Papers
Comprehensive Essay Exam
Class Attendance and Participation
5%
15%
10%
25%
20%
25%
Literature Review: Will consist of three essay questions. Students will be expected to respond
to two of these questions and will have three days to complete the assignment.
Critical Analysis: During the semester students will be required to write one critical analysis
paper based on lectures and readings assigned. Papers should be 3-5 pages long. Students
will also be required to lead one of the weekly synthesis sessions. Leading the synthesis
session requires that the student prepare a summary of one of the week’s lectures and
assigned readings, make comments and prepare questions for class discussion.
Academic Excursion Papers: Following each academic excursion students will be expected to
prepare a 3-4 page analytical paper focusing on the lectures and/or visits included in the
excursion.
Comprehension Essay Exam: The comprehensive essay exam will consist of four essay
questions. Each response should be approximately 3 pages long.
Class Attendance and Participation: Participation takes attendance, punctuality, attention in
class and active participation in all of the seminar activities - classes, trips, debates, among
others - into consideration. It also refers to friendly and respectful behavior by the students. The
level, frequency and quality of participation will be monitored and taken into consideration when
grading the student’s overall performance.
Grading Scale: The grading scale for all classes is as follows:
94-100%
90-93%
87-89%
84-86%
80-83%
77-79%
74-76%
70-73%
67-69%
64-66%
Below 64
A
AB+
B
BC+
C
CD+
D
F
*This syllabus is representative of a typical semester. Because courses develop and change over time to take
advantage of unique learning opportunities, actual course content varies from semester to semester.
Copyright © SIT, a program of World Learning
4
Grading Criteria
All grades assigned will take into account the students´ special circumstances and challenges
they face as foreign students. An ―A‖ grade for an assignment entails superior (not just ―very
good‖) performance in terms of structure and organization of assignments, analysis, logical
argumentation and consistency, and the provision of factual, numerical and/or historical
evidence. In terms of Class Participation an ―A‖ grade refers to full attendance punctuality
attentive listening and active engagement in all lectures, discussions, field trips and other
activities. It also means polite and respectful behavior. The level, frequency, and quality of the
students` participation will be monitored and taken into account.
Assignments/exercises will require submission of a written document and/or an oral
presentation in French or in English. Evaluation and grading will take into consideration both
content and mechanics. The specific assignments for each module will be included in the
program materials given to you at the start of the semester.
Generally, the content grade includes an assessment of the following:
 Relevance and integration of topic(s) & finding(s)
 Conciseness & clarity of thesis/main idea
 Organization & focus
 Depth of inquiry & analysis
 Thoroughness of considerations
 Creativity & original ideas
 Appropriate use of a variety of sources of information (data) in support of thesis
 Documentation of sources
 Conclusion that is well-supported by body of paper
*All written assignments should be typed unless permission is given otherwise. Texts sent by email will not be accepted. Make sure you have a flash drive, laptop or computer available and
keep back up files so nothing gets accidentally lost or erased.
Program Calendar
The Urbanization and Rural Development Seminar is structured in three interrelated thematic
modules that serve as sub-themes to provide a structure for the study of urbanization and rural
development in Madagascar. Each module includes a series of lectures, field-based study,
assignments, discussions and readings. A detailed list of activities will be handed out at the
beginning of each module.
1. Foundations of Malagasy Culture & Society
2. Tanin-drazana, Subsistence Agriculture & Migration: Social Change among the Farming
Communities of the Western Highlands
3. Urbanization in Madagascar: Causes and Consequences
1. Foundations of Malagasy Culture & Society
This module will provide a brief introduction to certain fundamental aspects of Malagasy
culture and society that will be crucial to our understanding of issues related to cultural
identity and social change in the Malagasy context. From this starting point, students will
have the opportunity for further individual exploration of specific related topics.
Most of our time during the first module will be spent in Antananarivo, a vibrant capital city at
the center of the country’s political commercial and artistic activity. As such the city serves
as an excellent program base as well as the location of our first and longest homestay. It is
*This syllabus is representative of a typical semester. Because courses develop and change over time to take
advantage of unique learning opportunities, actual course content varies from semester to semester.
Copyright © SIT, a program of World Learning
5
worth noting the program’s long-standing affiliation with the University of Antananarivo
whose faculty members play an integral role in terms of academic support. We will also
include a couple of brief excursions into the surrounding region outside the city.
The following topics will be covered through lectures, readings and field-based activities:
• Family Kinship & Social Structure
• Ancestors
• Defining Tradition & Modernity
• Cultural History/Malagasy Origins
• Roles of Women and Men in Society
• Ethnicity & National Identity
• Religious Beliefs & Practices
• Social & Physical Geography
• Monarchy Colonialism, & Independence
• Verbal Arts Music & Dance
2. Tanin-drazana, Subsistence Agriculture & Rural Migrations: Social Change among
the Farming Communities of the Central Highlands
Although population pressures and economic factors have led to migration in many parts of
the country attachment to one’s ancestral homeland or tanin-drazana is an essential
element of Malagasy cultural identity. Despite the rapid growth of urban populations, most
Malagasy maintain a connection to a rural homeland, the tanin-drazana, where the family
tomb is usually located. Another aspect of this connection to the rural is the fact that
approximately 80% of the population practices subsistence agriculture on which the entire
population depends. Thus, spending some time in a rural setting is essential to our
understanding of the ways in which the urban and the rural, as well as the traditional and the
modern, are not separate but co-articulate. The village stay associated with this module will
allow students a unique opportunity to observe social change in Madagascar from a rural
perspective.
Most of this module will take place in the Vakinankaratra region where we will be based in
the town of Antsirabe, a regional and district capital. The highlight of this module is a rural
village homestay that will last five nights. Each student will be placed with host family where
the host mother is a community nutrition worker associated with our local partner; a private
school called Les Trois Pins. Our colleagues at the school assist with the coordination of
homestays and other program-related activities in the region and help with follow up visits
during the actual village stay.
The following bullet points correspond to specific topics to be covered through lectures,
readings and field-based activities:
• Social Structure of Village Life
• Rice Farming
• Land Tenure
• Microfinance
• Rural Migration & Exodus
• Cultural Role of Cattle
• Agricultural Practices & Technology
• Rural Development
• Role of Local NGOs
• Defining Poverty & Prosperity
3. Urbanization in Madagascar: Causes and Consequences
In spite of the strong connection that the Malagasy have to the land—and particularly to
rural areas—through cultural practice and identity, cities are becoming home to a greater
percentage of the population every year. The push and pull factors that induce rural
dwellers to move to urban areas are varied; however the consequences for human
settlement are many.
This module takes place in the capital Antananarivo as well as urban centers around the
country. The majority of our scheduled activities will be comprised of field-based visits to
schools, public health facilities, NGOs, government offices and private industry. During the
*This syllabus is representative of a typical semester. Because courses develop and change over time to take
advantage of unique learning opportunities, actual course content varies from semester to semester.
Copyright © SIT, a program of World Learning
6
second of our urban homestays, each student will spend a total of ten nights with a host
family. As during other portions of the program, the host family experience allows for cultural
exchange between students and local people on a level that probably would not be possible
otherwise. Building on our experiences with homestay families, this module will allow us to
further explore social complexity and real policy issues from the perspective of a diverse and
rapidly changing urban community.
The following bullet points correspond to specific topics to be covered through lectures,
readings and field-based activities:
• Local & Regional Government
• Political Crises
• Infrastructures
• Public Health
• Settlement Mapping
• Housing styles
• Elections
• Civil Society
• Economy
• Education
• Sustainable Development
• Resource Access & Management
Student Expectations
Class Participation
Participation in class refers to attendance, punctuality, attentive listening and active
engagement in all lectures, discussions, field trips and other activities. It also means polite and
respectful behavior.
Please refer to the SIT Study Abroad handbook for policies on academic integrity, ethics,
warning and probation, diversity and disability, sexual harassment and the academic appeals
process. Also, refer to the specific information available in the Student Handbook and the
Program Dossier given to you at Orientation.
*This syllabus is representative of a typical semester. Because courses develop and change over time to take
advantage of unique learning opportunities, actual course content varies from semester to semester.
Copyright © SIT, a program of World Learning
7