Equitable Development in Southeast Asia
IAFF 3186W, Section 10, Spring 2015
Rome 206 at 801 22nd Street
Wednesdays 12:45 p.m. – 3:15 p.m.
Professor: Christina Fink
Email : [email protected]
Office Hours : M 12:30-2 :30, W: 10:30-12 :00
at 1957 E Street, Office 501H
Please email Caitlin: [email protected] to schedule
an appointment during office hours.
Please email me directly for a different time.
Graduate Assistant: Mohammad Hamze
Email : [email protected]
Phone : 512-909-9677
Office Hours: Tu 3:30-5:30 and by
appointment.
At 1957 E Street, Office 501H
Course Description
In recent decades, millions of people in Southeast Asia have experienced improved health,
greatly expanded opportunities for education, and a rising standard of living. However, as in
other parts of the world, these benefits have not been evenly realized across or within countries.
In this multi-disciplinary course which draws on anthropology, political science, economics, and
geography, we will explore how development in the region has unfolded and how states and
communities have responded to new opportunities and challenges.
We will begin with an overview of Southeast Asia and the ways in which various development
approaches have been implemented in the region. We will then discuss Andrew McGregor’s
concept of equitable development which assesses the degree of income and wealth inequality,
economic and social opportunity and choice, political freedom and participation, and
environmental sustainability in a country or region. We will use McGregor’s framework to
examine development trajectories, taking into account the roles of different types of development
actors and the international political and economic context. Gender concerns and minority rights
will also be addressed. We will not give equal attention to all Southeast Asian countries but will
instead look deeply at particular case studies which highlight issues of broader relevance.
Students will, however, have an opportunity to write their final paper about the degree to which
equitable development has been achieved in the Southeast Asian country of their choice. No
prior knowledge of Southeast Asia or development is necessary.
Students should note that this is a rigorous seminar course in which we will be debating different
perspectives, critiquing policies, and proposing alternatives. Students must come to every class
prepared and ready to share their analysis and ideas. Classes will include lectures, short
documentaries to provide context and stimulate discussion, and the development of debate and
writing skills, but at least half of every session will be devoted to group work and class
discussion. The reading load is approximately 80-120 pages per week and will include academic
texts, books by investigative journalists, and reports by international development organizations.
Class will often begin with a pop quiz or spontaneous writing responses to the readings.
As a Writing in the Disciplines (WID) course, a high standard will be set for writing. Students
will be assessed based on the extent to which they demonstrate clear organization, logic,
accuracy, specificity, and brevity in their writing. In addition, the use of proper grammar, word
choice, and spelling will be expected. Students will be analyzing good writing, critiquing other
students’ work, and revising their own work in order to further refine their skills as persuasive
and professional writers.
Course Goals
Students will develop a working understanding of key development concepts so that they can
participate knowledgeably in conversations about development. The course is particularly focused
on equitable development and is meant to stimulate reflection on what this means in practice and
how it might be realized. Students will be able to ground their understanding of equitable
development through studying some of the ways in which governments, communities, and other
development actors have sought to bring about improvements in Southeast Asia and the challenges
in trying to meet the needs of different stakeholders. With this body of knowledge, students
should be able to apply what they have learned to development challenges in other contexts.
In addition, participants will sharpen their critical thinking, argumentation, and writing skills as
they engage in discussions and debates and write about challenging issues in the development
field. Improving these skills will be linked to pursuing careers in international (or domestic)
development and engaging thoughtfully in civic life.
Learning Outcomes
By the end of the course, participants should be able to:
 Articulate various ideas about development, and in particular be able to talk about the
concept of equitable development.
 Discuss with confidence a range of key development successes and challenges in Southeast
Asia.
 Apply ideas about equitable development in Southeast Asia to other parts of the world.
 Speak and write more logically and persuasively about development.
Requirements and Assessments
More detailed instructions and rubrics for each of the following will be posted on blackboard.
1. Class participation. You are required to attend all classes and to participate actively in
discussions and group work. In order to contribute positively to discussions, you will need to
complete and think about the assigned readings.
10% of final grade
2. Quizzes and miscellaneous writing: To ensure students are ready to discuss the readings in
class, the following methods will be used: bring 2 analytical questions on the reading to class,
write a response online to a question about the reading, or complete an in-class quiz. After each
debate, you will also fill out a response form providing your assessment and opinion. You will
have a map quiz Week 3.
10% of final grade
2. Two response essays to an analytical questions on the books. You must write a response essay
on Khmer Women on the Move, unless you are participating in the debate on that book. In that
case you must write a response to the next book. Everyone can choose which other book to write a
response essay on (except the final one), as long as you are not doing a debate that relates to that
book. There will be an assigned question for each book. Each response essay will make an
argument with evidence and analysis and should be 1½-2 pages single-spaced. Your first response
essay will be reviewed by another student in the class, and revised and turned in by 11:30 am on
the Wednesday we finish the book. You will have the option of rewriting one of your essays. See
the questions, instructions and rubric on blackboard for more information. 35% of final grade
3. Debate/Op-Ed: In each debate, students will be organized in two teams of two. Each team will
prepare its arguments using the assigned readings and doing additional research. In the debate,
each side will have 5 minutes to present its position and then 3 minutes to rebut. Students will use
feedback on the debate to prepare a written argument in the form of a 1½ - 2 page single-spaced
op-ed piece, which will be due the Monday after the debate.
20% of final grade
4. Equitable Development Assessment: Using academic literature and reports by think tanks and
international development organizations, you will produce an assessment of the degree to which a
country in the region meets one of McGregor’s (or your own) criteria of equitable development.
Your assessment should include a definition and explanation of equitable development, relevant
background information about your country, a numerical assessment supported by evidence and
analysis on one aspect of development in the country, and specific recommendations for
improvements. The paper should be 4-5 pages single-spaced. (See more detailed instructions and
the rubric on blackboard.)
25% of final grade
*All written assignments should be submitted by email. The assignments should be sent as
Microsoft Word documents in Times New Roman 12 point font, single-spaced, with normal
margins. Please keep copies of all work submitted and returned to you.
Readings
Required Books
 Andrew McGregor, Southeast Asian Development (New York: Routledge, 2008).
 Annuska Derks, Khmer Women on the Move: Exploring Work and Life in Urban Cambodia
(Honolulu: University of Hawai’i Press: 2008).
 James Fahn, A Land on Fire: The Environmental Consequences of the Southeast Asian
Boom. (New York: Basic Books, 2004).
 Cherian George, Freedom from the Press: Journalism and State Power in Singapore
(Singapore: NUS Press, 2012).
 Zoya Phan, Undaunted: My Struggle for Freedom and Survival in Burma (New York: Free
Press, 2010 or 2013 edition)
All other readings can be accessed from electronic reserves on blackboard or from the link on the
syllabus.
Class Policies
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All students should arrive on time and stay throughout the class period. Your class
participation grade will be adversely affected if you arrive late.
The use of laptops in class will generally not be allowed. Please bring a notebook for
taking notes.
All electronic devices should be turned off or silenced during class.
** Inappropriate use of electronic devices will affect your class participation grade.
All participants should be respectful of the different beliefs, opinions, and experiences that
each participant brings to the seminar.
If you will miss a class because of a religious observance, illness, or other reason, please
send an email to [email protected] in advance.
If you miss more than one class for any reason, you will need to hand in an outline of the
reading for the day with a list of the main points, along with two analytical questions.
Assignments which are turned in late will be marked down each day (ie. from an A- to a
B+).
If the university is closed due to inclement weather, we will have class activities and
assignments online and full participation will be expected.
Academic Integrity
*Seminar participants are expected to submit original work for all assignments and should work by
themselves on all their written assignments unless otherwise directed.
*Sources used in assignments should be properly quoted and cited. All data used should be from
sources which can be identified and provided to the instructor if requested. For a more complete
definition of what is acceptable and what is not, please refer to the standards set forth in the GW
Code of Academic Integrity and its definition of cheating:
http://www.gwu.edu/~ntegrity/code.html
Support for Students Outside the Classroom
Students who may need an accommodation based on the potential impact of a disability should
contact the Disability Support Services office. http://gwired.gwu.edu/dss/
The University Counseling Center offers 24/7 assistance and referral to address students’ personal,
social, career, and study skills problems.
http://gwired.gwu.edu/counsel/CounselingServices/AcademicSupportServices
In the event of a medical emergency on campus, dial the GW Police Department EMERGENCY
NUMBER (202-994-6111) to have the on-duty members of EMeRG respond.
For resources and assistance regarding sexual assault, contact the Sexual Assault Response
Consultative (SARC) Team at 202-994-7222 or [email protected].
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SYLLABUS
Week 1 (January 14): Introduction to Southeast Asia; What is “equitable development”?
Read:
 Andrew McGregor, Chapters 1-2 in Southeast Asian Development (Routledge, 2008)
Begin to Memorize: Southeast Asian country names, locations, and capitals (see the map of
Southeast Asia on the blackboard site under files)
Week 2 (January 21): Economic and Political Development; Filipina Nannies Abroad
*We will have a practice debate in class. Prepare arguments for both positions in bullet point form
on a piece of paper and bring to class.
Debate Topic: The Philippine government should/should not encourage Filipinas to work as
nannies abroad.
Read:
 Andrew McGregor, Chapters 3-4 in Southeast Asian Development (Routledge, 2008)
 “Filipina Workers in Hong Kong Homes: Household Rules and Relations" and “The Care
Crisis in the Philippines: Children and Transnational Families in the New Global Economy" in
Global Woman: Nannies, Maids and Sex Workers in the New Economy (Barbara Ehrenreich,
ed, Holt, 2003) (electronic reserves)
 Ashley Westerman, “To Care for U.S. Kids, Filipinas Leave their Own Behind,” NPR, August
17, 2013. (read the transcript and/or listen to the story)
http://www.npr.org/2013/08/17/212807290/filipinas-leave-children-behind-to-care-foramerican-kids:
Week 3 (January 28): Rural to Urban Migration: Case Study - Cambodia
*Map Quiz
Read:
 Annuska Derks, Chapters 1-4 in Khmer Women on the Move
Week 4 (February 4): Urban Work and the Informal Sector: Case Study - Cambodia
Debate 1: Are Female Cambodian Factory Workers Autonomous Agents or Pawns of the Global
Economic System?
Read:
 Annuska Derks, Chapters 5-9 in Khmer Women on the Move
Week 5 (February 11): Urban Development Challenges: Infrastructural and Cultural
Debate 2: Should Illegal Squatters on Public Land be Allowed to Stay or Forced to Move?
Read:
 Andrew McGregor, Chapters 5-6 in Southeast Asian Development, pp. 104-155.
 “Philippine Street Kid Pays it Forward, Becomes a Global Inspiration,” Agence France Press,
November 1, 2012. http://www.thejakartaglobe.com/lifeandtimes/philippine-street-kid-pays-itforward-becomes-a-global-inspiration/553624
 Nancy Smith-Hefner, “Javanese Women and the Veil,” in Kathleen Adams and Kathleen A.
Gillogly, eds, Everyday Life in Southeast Asia (Indiana University Press, 2011), pp. 154-164.
Week 6 (February 18): Rural Development and the Roles of China and the US in the Region
Read
 Andrew McGregor, Chapters 7-9 in Southeast Asian Development, pp. 156-224.
 Hannah Beech, “Deals and Diplomacy,” Time Magazine, May 30 2005. (5 pages)
 Shanthi Kalathil, Influence for Sale? China’s Trade, Investment and Assistance Policies in
Southeast Asia. East and South China Seas Bulletin 4, Center for a New American Security:
September 2012. (5 pages)
Week 7 (February 25): Public Policy and Poverty Reduction: Case Studies from Vietnam
and the Lao People’s Democratic Republic
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Bill Hayton, Chapters 1-2 in Vietnam: Rising Dragon (electronic reserves)
Rainier Klump, “Pro-Poor Growth in Vietnam: Miracle or Model,” in Timothy Besley and
Louise Cord eds., Delivering on the Promise of Pro-Poor Growth (World Bank, 2007), pp.
119-143.
The United Nations in the Lao PDR, Country Analysis Report: Lao People’s Democratic
Republic, 2011.
http://www.la.undp.org/content/dam/laopdr/docs/Legal%20Framework/UNDP_LA_CAR_201
2_2015.pdf (39 pages)
Week 8 (March 4): The Environmental Consequences of Southeast Asia’s Boom
Debate 3: Should Large Hydropower Dams Continue to be Built or Not?
Read:
 James Fahn, Introduction, Chapters 2, 3 and 5 in A Land on Fire, pp. 1-10, 39-104, 137-166
SPRING BREAK
Week 9 (March 18): The Environmental Consequences of Southeast Asia’s Boom
Read:
 James Fahn, Chapters 6, 8 and 9 in A Land on Fire, pp. 167-182, 209-280.
Week 10 (March 25): Governance and the Role of the Press: Case Study of Singapore
Read:
 Cherian George, Chapters 1-4,Freedom from the Press
Week 11 (April 1): Authoritarianism, Globalization, and Good Governance
Debate 4: Is Singapore’s Government Legitimate or Not?
Read:
 Cherian George, Chapters 5,8, 9, 10 (Chapters 6 and 7 are optional)
Freedom from the Press
Week 12 (April 8): Conflict and Minority Rights: Myanmar (Burma)
Read:
 Zoya Phan, “About Burma”, “Burma Timeline”, “Introduction” and Chapters 1-14 in
Undaunted: My Struggle for Freedom and Survival in Burma, pp. prefaces and 1-120.
 Charlie Campbell, “Cambodia: Life of the Land,” Time Magazine, August 2013 (2 pages).
Week 13 (April 15): Conflict and Minority Rights: Myanmar (Burma)
Debate 5: Armed Struggle was/was not the Best Way for the Karen to Achieve their Rights
Read:
 Zoya Phan, Chapters 15-31, “Statement,” “Epilogue,” “The Phan Foundation,” and “Other
Organizations” in Undaunted: My Struggle for Freedom and Survival in Burma, pp. 121-274.
Week 14 (April 22): Equitable Development in Southeast Asia: Drawing Conclusions
Review of what we’ve learned, discussion of the concept of equitable development, consideration
of equitable development in the US, and guest speaker
Final Paper Due May 4th at noon.