UNIT GUIDE 2016-17
POLI10004 The Politics of the Global South
Teaching Block: 2
Unit Owner:
Phone:
Email:
Office:
Unit owner
office hours:
Weeks: 13-24
Level:
Dr Egle Cesnulyte
C/4
Credit points:
(0117) 331 7272
20
Prerequisites:
[email protected]
None
Curriculum area:
1.07, 10 Priory rd.
N/A
Tuesdays 4-5pm & Thursdays 3-4pm. Note- my office hours are held in room 1.04, 10 Priory
rd. (Please note, there are no regular office hours during Reading Week)
Timetabled classes:
Lecture: Monday 12-1pm, Thursday 2-3pm – both in Physics Building: G44 Frank Lecture Theatre
Please refer to your personal timetable for details of your seminar time and location.
You are also expected to attend ONE seminar each week. Your online personal timetable will inform you to
which group you have been allocated. Seminar groups are fixed: you are not allowed to change seminar groups
without permission from the office.
Weeks 18 and 24 are Reading Weeks; there is NO regular teaching in these weeks.
In addition to timetabled sessions there is a requirement for private study, reading, revision and assessments.
Reading the required readings in advance of each seminar is the minimum expectation. The University
Guidelines state that one credit point is broadly equivalent to 10 hours of total student input.
Learning Outcomes
On successful completion of the unit, students will be able to:
- Demonstrate an understandin of the historical factors underlying differences in the social, economic
and political differences between the Global North and the Global South
- Analyse the role of colonialism in formation of the global capitalist economy
- Critically reflect on the role of domination, subordination, violence, and theft in the making of wealth
and poverty
Requirements for passing the unit:
 Satisfactory attendance at seminars
 Completion of all formative work to an acceptable standard
 Attainment of a composite mark of all summative work to a passing standard (40 or above)
Details of coursework and deadlines
Assessment:
Word count:
Weighting: Deadline:
Day:
Week:
th
Summative report
1,000 words
25%
9.30am on 7 March
Tuesday
19
Summative - essay
2,000 words
75%
9.30am on 19th May
Friday
SE2
 Summative essay questions will be made available on the unit’s blackboard site.
 Instructions for the submission of coursework can be found in Appendix A
 Assessment in the school is subject to strict penalties regarding late submission, plagiarism and
maximum word count. A summary of key regulations is in Appendix B.
 Marking criteria can be found in Appendix C.
1
The module will interrogate the global socio-economic and political change associated with European
expansion and colonialism. It will take a historical perspective to introduce students to some key features of
global political economy (in the past and today), including processes of production and appropriation,
inequalities, social justice, and social change in the making of the Global South. The module is based on the
premise that colonialism had profound effects on the formation of both the Global North and the Global South
and that this knowledge is necessary to understand global political economy processes today.
Unit aims:
- To examine the political and economic history of colonialism and to explore the role that colonialism
in the Americas, Africa and Asia played in the making of the contemporary world.
- To analyse the impact of colonialism in the modern world, to examine its continuing legacies and
the recent efforts of some actors to address these legacies (i.e. reparations for slavery debate,
global solidarity initiatives).
- To introduce students to some of the relevant key concepts in social sciences in general and in
global political economy in particular.
Report: Trans-Atlantic Slave Trade and Bristol
Writing the report will develop two sets of important academic skills – critical engagement with academic
literatures and using evidence to illustrate your points of analysis. For this assessment you have to explore
the role that Bristol played in the Trans-Atlantic Slave Trade (TAST), and write a 800-1000 word report on
one aspect of it.
Bristol has a very close connection to the TAST: Bristol was one of the most important European ports hosting
ships used in the slave trade. Many prominent Bristolians made their fortunes by being involved in the slave
trade or from the industries connected to the slave trade (tobacco, sugar and cotton processing, ship building,
manufacturing of steel, wool, iron, tin, copper, glass etc.); even more Bristolians worked on the ships or in
the factories. Not surprisingly, Bristol was also the place where the resistance campaigns against slavery
were dynamic, and movements calling to boycott slavery-linked goods were active. The city of Bristol was
involved in the TAST trade for over 100 years and so it is home to a number of people of Afro-Caribbean
descent. You can learn more about Bristol’s role in the TAST by visiting the M Shed exhibition (Princes Wharf,
Wapping Rd, Bristol BS1 4RN), or many other museums, churches and public places. There are some
excellent trail walks around Bristol that can also serve as inspiration for finding your topic:
-
Royal Geographical Society, ‘Bright City, Dark Secrets’ walk:
https://www.discoveringbritain.org/content/discoveringbritain/trail%20booklets/Bristol%20Slavery%2
0TRAIL%20FINAL.pdf
BBC, ‘Abolition in Bristol’ walk: http://downloads.bbc.co.uk/gloucestershire/bristol_abolition.pdf
‘Sweet History?’ walk: http://www.sweethistory.org/trail-map/
For this assignment choose one aspect of Bristol’s role in the TAST (see the examples below), and write a
report on it. The report should critically engage with the chosen issue and for this you will have to consult few
academic sources/debates. However, the report should also incorporate evidence, which means that you
might want to visit some places, take pictures and use other visual or historical material when writing it.
Examples of potential topics:
-
Ambiguities of the Bristol Old Vic Theatre: built on slave trade money, but playing a crucial role in
the Abolitionist movement.
Bristol and sailors on the slave trading ships: recruitment, resistance and trickery.
Seven Stars pub’s role in Thomas Clarkson’s abolitionist work.
Bristol Corn street’s glory and TAST.
Mary Anne Galton sugar boycott.
John Cabot – Bristol’s pride?
Bristol’s tobacco factories and their link to the TAST
Culinary legacies of the TAST in Bristol.
2
Week 13: Introduction - colonialism, capitalism, development
This week will serve as an introduction to the module. We will explore the links between the European colonial
expansion and contemporary political processes by interrogating some continuities and changes in the Global
North vs Global South relations. Another important task of this week is the introduction to key concepts used
in this course – colonialism, capitalism, imperialism and development.
Essential readings:
Acemoglu D. & J.A. Robinson (2013) ch.2 ‘Theories That Don’t Work’ in Why Nations Fail: The Origins of
Power, Prosperity and Poverty, pp.45-69
Isbister, J. (2003) ch.4 ‘Imperialism’ in Promises not Kept: Poverty and the Betrayal of Third World
Development, pp.66-101
McMichael, P. (2012) ch.2 ‘Instituting the development project’ in Development and Social Change: a
Global Perspective, pp.26-54
Further readings:
Bernstein, H. (2000), ch.11. ‘Colonialism, Capitalism, Development’, in T. Allen & A. Thomas, eds. Poverty
and Development into the 21st Century pp.241-270
Hoogvelt, A. (2001) ch.1 ‘The history of capitalist expansion’ in Globalization and the Postcolonial World:
The New Political Economy of Development, pp.14-28
Stavrianos, L.S. (1981) ch.1: ‘Introduction’ in Global Rift: The Third World Comes of Age, pp.33-43
Rodney, W. (1972) ch.1 ‘Some Questions on Development’ in How Europe Underdeveloped Africa, pp. 132
Waites, B. (1999) ch.1 ‘Introduction and Overview’ in Europe and the Third World, pp.1-23
Wood, E.M. (2003) ch 5. 'The overseas expansion of economic imperatives' in Empire of capital, pp.89-117
Seminars:
To prepare for the seminar, think about these questions:
-
Prior to coming to university, what did you know already about the drivers, characteristics and
legacies of Western colonialism in the Global South?
Why should we study a topic such as the operations and effects of Western colonialism?
What do you hope to learn from this module?
Week 14: Americas encounter Europe
This week we will explore the history of Americas before European arrival, the ‘discovery’ of Americas and
the colonisation process that followed. Particular focus will be on the political and socio-economic change
that resulted from this trans-Atlantic encounter.
Essential readings:
Bujra, J. (2000) ch.7 ‘Diversity in pre-capitalist societies’ in T. Allen & A. Thomas, eds. Poverty and
Development into the 21st Century, pp. 219-240
Leacock, E. (1980) ‘Montagnais Women and the Jesuit Program for Colonisation’, in M. Ettiene and E.
Leacock (eds) Women and Colonization, New York: AJF Bergin Publishers, pp. 25-42
Meade, T. (2010) ch. 2 ‘Latin America in 1790’ in A History of Modern Latin America: 1800 to the present,
pp.23-47
3
Further readings:
Bakewell, P.J. & J. Holler (2010) ch.5 ‘Experiment in the Caribbean’ & ch.6 ‘Military Conquest’, A history of
Latin America to 1825, pp.109-140
Galeano, E. (1973) Part 1.1 'Lust for gold, lust for silver’ in Open Veins of Latin America: Five Centuries of
the Pillage of a Continent, pp.2-58
Keen, B. & K. Haynes (2013) ch.1 ‘Ancient America’ in A History of Latin America, pp.7-36
Mann, C. C. (2012) 1493: Uncovering the New World Columbus Created
Moses, A.D. (2008) ch.1 ‘Empire, Colony, Genocide: Keywords and the Philosophy of History’ in A. D.
Moses (ed.) Empire, Colony, Genocide: Conquest, Occupation, and Subaltern Resistance in World History,
pp.3-54
Newson, L. (1996) ‘The Latin American Colonial Experience’ in D. Preston (ed.) Latin American
Development: Geographical Perspectives, pp. 11-40
Wallerstein, I.M. (1983), ‘The Commodification of Everything: Production of Capital’ in Historical Capitalism,
pp.11-44
Seminars:
-
What surprised you the most in the readings? Why?
In what ways concepts of colonialism and imperialism help us understand colonisation of Americas?
What have been some of the major elements of change and continuity in the colonial and postcolonial era in history of Americas?
Week 15: The Transatlantic Slave Trade
Building on the last week’s discussions, we will explore the emergence and functioning of the Transatlantic
Slave Trade (TAST). The key focus will be on the academic debates linking slavery, capitalism, exploitation
and industrialisation of the Global North.
Essential Readings:
Shillington, K. (2012) ch.12 ‘The Atlantic Slave Trade, XVI to XVIII centuries’ in History of Africa, 3rd ed.,
pp.176-186
Williams, E. (1964) ch.3 'British Commerce and the Triangular Trade', in Capitalism and Slavery, pp.51-84
Further readings:
Blackburn, R. (1997) ch.12 ‘New World Slavery, Primitive Accumulation and British Industrialization’ in The
Making of New World Slavery, pp.509-580
Gott, R. (2011) ‘Part VII. An End to Colonial Slavery and Resistance to Fresh Settlement, 1830-38' in
Britain's Empire: Resistance, Repression and Revolt, pp.257-318
Inikori, J.E. and S.L. Engerman (1992) ‘Introduction’ in The Atlantic Slave Trade: Effects on Economies,
Societies, and Peoples in Africa, the Americas and Europe, pp.1-24
Linebaugh, P. and M. Rediker (2000) ‘A Motley Crew in the American Revolution’ in The Many-Headed
Hydra: Sailors, Slaves, Commoners and the Hidden History of the Revolutionary Atlantic, pp. 211-247
Patniak, U. (2006) ‘The Free Lunch: Transfers from Tropical Countries and Their Role in Capital Formation
in Britain during the Industrial Revolution’, in K.S. Jomo, ed. Globalization Under Hegemony: the Changing
World Economy, pp.2-30
Solow, B.L. and S.L. Engerman (1987) ‘Introduction’ in British Capitalism and Caribbean Slavery: the
Legacy of Eric Williams, pp. 1-24
Stavrianos, L.S. (1981) ch.5 ‘Africa a Peripheral Area’ in Global Rift: The Third World Comes of Age, pp.99121
Waites, B. (1999) Europe and the Third World (pp. 47-58 & pp. 102-7)
4
Wolf, E. (1997) ch.7: ‘The Slave Trade’ in Europe and the People Without History, pp.195-231
Seminars:
-
What is Eric Williams’s thesis on the relationship between slavery and the British Industrial
Revolution?
What are the evidence and arguments for and against his ideas?
What was the impact of the TAST on Africa?
What are the main arguments for and against that reparations for slavery should be paid to African
nations and the descendants of the victims of the TAST?
Week 16: Colonial Rule in India
This week we interrogate socio-economic change that transformed India during the years of the British rule.
We will also explore legacies of such transformation for contemporary political economy and global politics.
Essential Readings:
Davis, M. (2001) ch. 10 ‘India: The modernization of poverty’ in Late Victorian holocausts: El Niño famines
and the making of the Third World, pp.311-340
Fieldhouse, D. K. (1982) ch.12 ‘The British Empire After 1815: II’ in The colonial Empires: a Comparative
Survey from the Eighteenth Century, pp.271-286
Marx, K. (1853) ‘The future results of the British Rule in India’ in D. McLellan (ed.) Karl Marx: Selected
Writings, pp.362-367
Further readings:
Hall-Matthews, D. (2005) ch.3 ‘Rural Moneylending, Credit Legislation and Peasant Protest’ in Peasants,
Famine and the State in Colonial Western India, pp.92-127 (e-copy in the Library)
Potter, D. (2000) ch.12 ‘The power of colonial states’, in T. Allen & A. Thomas, eds. Poverty and
Development into the 21st Century, pp.271-288
Talbot, I. (2010) ‘India and Pakistan’ in P. R. Brass (ed.) Routledge Handbook of South Asian Politics:
India, Pakistan, Bangladesh, Sri Lanka and Nepal, pp.27-40
Waites, B. (1999) Europe and the Third World, ch.5 (sections on India)
Wolf, E. (1997) ch.8: ‘Trade and Conquest in the Orient’ in Europe and the People Without History, pp.232261
Seminars:
-
What mechanisms were used to maintain colonial rule in India?
What were the benefits of colonial rule in India?
Did these benefits help to maintain British colonial rule? In what ways?
To what extent did these benefits counter-balance the detrimental effects of colonial rule?
In what ways did British rule retard industrial development in India? Can you think of
evidence/examples to illustrate that?
Week 17: Scramble for Africa and its legacies
This week we explore the last wave of European colonialism and see how it evolved on the African continent.
The political and economic rationale for colonisation will be discussed as well as structural changes that
transformed African political, economic and social life and continue to be of crucial importance today.
5
Essential readings:
Cooper, F. (2002) Ch. 3 ‘Citizenship, self-government, and development: the possibilities of the post-war
moment’ in Africa since 1940: The past of the present, pp.38-65
Chamberlain, M.E. (2013) ch.9 ‘Conclusion’ in The Scramble for Africa, pp.87-96
Freund, B. (2016) ch.4 ‘The Era of Legitimate Commerce, 1800-70’ and ch.5 ‘The Conquest of Africa’ in The
Making of Contemporary Africa: The Development of African Society Since 1800, pp.46-64, 65-87
Further readings:
Berman, B. J. (1997) ‘The Perils of Bula Matari: Constraint and Power in the Colonial State’, Canadian Journal
of African Studies / Revue canadienne des études africaines, 31(3): 555-570
Cooper, F. (2002) ch. 2 in Africa since 1940: The past of the present (e-book in the Library)
Crowder, M. (1964) ‘Indirect Rule – French and British Style’, Africa 34(3): 197-205
Hobsbawm, E.J. (1987) ch.3 ‘The Age of Empire’ in The Age of Empire 1875-1914, pp.56-83
Lonsdale, J. & B. Berman (1979) ‘Coping with the contradictions: the development of the colonial state in
Kenya’, Journal of African History 20 (4): 487-505
Miers, S. (1988) ‘Humanitarianism at Berlin: Myth or Reality?’, in Foerster et al. Bismarck, Europe and
Africa: the Berlin Africa Conference 1884-1885 and the Onset of Partition
Stavrianos, L.S. (1981) Global Rift: The Third World Comes of Age, chs. 5 & 14
Olusoga, D. (2011) ‘Introduction’ in The Kaiser's Holocaust: Germany's forgotten genocide, pp. 1-13
Pakenham, T. (1994) The Scramble for Africa, 1876-1912, ch.8
Waites, B. (1999) Europe and the Third World, ch. 4 & 6
Seminars:
-
What were the motives for Scramble for Africa in 1880s? Was it a logical progression from the era of
‘legitimate trade’?
Why did Africa fall so quickly to European control in the end of the 19th century?
What were the key characteristics of the African colonies’ role in the global capitalist economy at the
time?
Did colonialism increase impoverishment in Africa?
Week 18: Reading week
No lectures or seminars this week.
Week 19: Anti-colonialism and Independence
This week we examine the end of colonialism. Colonial struggles will be examined and changes (or lack of
them) in state structures, economic and social lives will be interrogated. The concepts of nationalism, neocolonialism and dependency will be introduced.
Essential readings:
Elkins, C. (2005) ch.5 ‘The birth of Britains gulag’ in Britain's Gulag: the Brutal End of Empire in Kenya,
pp.121-153
Spybey, T. (1992) ch.9 ‘The Identification of the Third World and the Recognition of Dependency’ in Social
Change, Development and Dependency: Modernity, Colonialism and the Development of the West
Worsley, P. (1988) ch.5 ‘One World or Three?’ in The Three Worlds: Culture and World Development, pp.
296-344
6
Further readings:
Anderson, D. (2005) ch.1 ‘The hidden history of the anti-colonial rebellion’ in Histories of the hanged:
Britain's dirty war in Kenya and the end of empire, pp.9-53
Butler, L.J. (2002) ch.1 ‘The imperial system between the wars’ in Britain and Empire: adjusting to a postimperial world, pp.1-27
Darwin, J. (1999) ‘Decolonization and the End of Empire’, in R. Winks, ed. The Oxford history of the British
Empire, Volume 5: Historiography, pp. 541-557
Hargreaves, J.D. (1996) ch.8 ‘The End of the Affair’ in Decolonization in Africa, pp. 200-247
Mamdani, M. (1990) ‘State and civil society in contemporary Africa: reconceptualising the birth of state
nationalism and the defeat of popular movements’, Africa Development 15 (3/4): 46-70
Newsinger, J. (2013) ‘Crushing the Mau Mau in Kenya’ in The blood never dried: a people's history of the
British Empire
Savigny, H. & L. Marsden (2011) ‘Power’ in Doing Political Science and International Relations: Theories in
Action, pp. 43-63
Seminars:
-
What does the video (‘Kenya – the White Terror’) tell us about the struggle for independence and
the response of the colonial power?
What explains the brutality of the British colonial administration?
What is the link between colonial violence and colonial interests?
How can the concept of power be used to analyse the dynamics around the anti-colonialism and
pro-independence struggles?
In what ways are the concepts of dependency and neo-colonialism useful when exploring
independence movements in the Global South? What about the Global North?
Week 20: Economic legacies – Trade and Production
This week we start the second part of the module in which we will assess the legacies of the structures that
were set up during the colonial period. This week will be devoted to examination of the global financial and
trade structures and the concept of the Global Chains of Production at the centre of debates.
Essential readings:
Englebert P. and C. Dunn (2013) ‘The Economic Dimensions of African Politics’ in Inside African Politics,
pp.213-265
Patel, R. (2012) ch.4 ‘Just a Cry for Bread' in Stuffed and Starved: Markets, Power and the Hidden Battle for
the World Food System, pp.83-106
Wallerstein, I. (2000) Introduction to special issue on Commodity Chains in the World Economy, 1590 to
1790, Review 23(1), pp. 1–13
Further readings:
Corbridge S. (2010) ‘The Political Economy of Development in India since Independence’ in P. R. Brass
(ed.) Routledge Handbook of South Asian Politics: India, Pakistan, Bangladesh, Sri Lanka and Nepal,
pp.305-320
De Neve, G., Luetchford, P. and Pratt, J. (2008) ‘Introduction: revealing the hidden hands of global market
exchange’, in De Neve, Luetchford, and Pratt (eds.) Hidden Hands in the Market: Ethnographies of Fair
Trade, Ethical Consumption and Corporate Social Responsibility, pp. 1-30
Hopkins, T. K., & Wallerstein, I. (1986) ‘Commodity chains in the world-economy prior to 1800’, Review
(Fernand Braudel Center) 10(1), 157-170
7
Gereffi, G. (1994) ‘The Organization of Buyer-Driven Global Commodity Chains: How U.S. Retailers Shape
Overseas Production Networks’, in G. Gereffi and M. Korzeniewicz (eds.) Commodity Chains and Global
Capitalism, pp.95-122
Gibbon, P., J. Bair, and S. Ponte (2008) ‘Governing Global Value Chains: An Introduction’, Economy and
Society 37 (3): 315-38
Kiely, Ray (2008) ‘Poverty through ‘Insufficient Exploitation and/or Globalization’? Globalized Production
and New Dualist Fallacies’, Globalizations 5(3):419-432
Pearson, R. (2005) ‘Nimble Fingers Revisited: Reflections on Women and Third World Industrialisation in
the late Twentieth Century’ in C. Jackson and R. Pearson (eds.) Feminist Visions of Development: Gender
Analysis and Policy, pp.171-188
Standing, G. (2014) Understanding the Precariat through Labour and Work, Development and Change 45(5):
963-980
Thun, E. (2014) ‘The Globalization of Production’, in J. Ravenhill (ed.) Global Political Economy, pp.283304
Williams, G., Meth, P. and Willis, K. (2009) ch.4 ‘The South in a Globalizing Economy’ in Geographies of
Developing Areas: the Global South in a Changing World, pp. 103-142
Seminars:
-
What legacies of colonialism can we observe in the organisation of the contemporary global
production practices?
What are the key shortcomings and strengths of the current global production practices?
Why is it important to understand colonial history of the world when interrogating contemporary
economic practices?
Week 21: Political Legacies – Aid, Loans and Sovereignty
This week we explore political legacies of the colonialism. We will bring back the concept of neo-colonialism
and question the sovereignty of the countries in the Global South through the examination of international
aid and loans mechanisms.
Essential readings:
Bucheli, M. (2008) ‘Multinational corporations, totalitarian regimes and economic nationalism: United Fruit
Company in Central America, 1899–1975’, Business History 50(4):433-54
Cammack, P. (2001) ‘Making the poor work for globalisation?’ New Political Economy 6(3): 397-408
Thompson, A. (2010) Ch.9 ‘Sovereignty II: Neo-colonialism, structural adjustment and African political
economy’, An Introduction to African Politics, pp.188-214
Further readings:
Cammack, P. (2004) ‘What the World Bank means by poverty reduction, and why it matters’, New Political
Economy 9 (2): 189-211
Esteva, G. (1996), ‘Development’, in Sachs, W. The Development Dictionary, pp.6-25
Greig, A., D. Hulme and M. Turner (2007) Ch. 4 ‘The Roots of the Development Project’ in Challenging
Global Inequality: Development Theory and Practice in the 21st century, pp.53-72
Harrison, G. (2004) Ch. 2 ‘Governance States in Africa: Conceptualising the Encounter between the World
Bank and the Sovereign Frontier’ in The World Bank and Africa: the Construction of Governance States,
pp.23-42
Moseley, P. et al. (1995) Ch. 3 ‘Conditionality as Bargaining Process’ in Aid and Power: The World Bank
and Policy Based Lending, pp.65-95
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Young, T. and D. Williams (2007) ‘The World Bank and the Liberal Project’, in D. Moore (ed.) The World
Bank: development, poverty, hegemony, pp. 203-226
Williams, D. (2012) Ch. 1 ‘The sovereign order’ in International Development and Global Politics: History,
Theory and Practice, pp.11-31
Seminars:
-
Would you agree that development project and foreign aid are a form of neo-colonialism?
To what extent states retain their sovereignty when engaging with the International Financial
Institutions? Illustrate with examples.
Should international aid to the Global South be stopped?
Apart from aid and loans, what other political legacies of colonialism can we observe in today’s
world?
Week 22: Social Legacies: Gender, Race and Inequalities
This week will be dedicated to explore colonial legacies that prevail in our social life focusing on particular on
gender, race and general inequalities. We will explore the concept of intersectionality and look at the case
studies of skin whitening, perceptions of sexuality and masculinities to illustrate our discussion.
Essential readings:
Daigle, M. (2015) Ch.1 ‘From Mulata to Jinetera: Prostitution as Image of Thought’ in From Cuba with Love:
Sex and Money in the 21st century, pp.25-68
Picton, O. (2013) ‘The complexities of complexion: a cultural geography of skin colour and beauty products’,
Geography 98:85-92
Whitehead, T. L. (1997) ‘Urban Low-Income African American Men, HIV/AIDS, and Gender Identity’,
Medical Anthropology Quarterly 11(4):411-447
Further readings:
Billings, A.C. & Eastman, S.T. (2002) ‘Selective representation of gender, ethnicity, and nationality in
American television coverage of the 2000 summer Olympics’, International Review for the Sociology of Sports
37 (3-4):351-370
Childers, M. and b. hooks (1990) ‘A Conversation about Race and Class’ in M. Hirsch and E. F. Keller
Conflicts in Feminism, pp. 60-81
Hunter, M. L. (2011) ‘Buying Racial Capital: Skin-Bleaching and Cosmetic Surgery in a Globalized World’,
The Journal of Pan African Studies 4(4):142-164
Khiabany, G. and M. Williamson (2008) ‘Veiled bodies—naked racism: culture, politics and race in the Sun’,
Race & class 50(2): 69-88
McCall, L. (2005) The Complexity of Intersectionality, Signs 30(3): 1771-1800
Pierre, J. (2008) “’I Like Your Colour!’ Skin Bleaching and Geographies of Race in Urban Ghana”, Feminist
Review 90(1): 9–29
Seminars:
-
How do you understand ‘intersectionality’?
To what extent can we ‘blame’ colonialism for racism today?
How do the intersecting inequalities of race, gender and class affect politics both in the Global South
and in the Global North?
Is skin whitening just a fashion?
9
Week 23: Global Solidarity and the Potential for Change
The aim of this week is to sum up the key topics of the module through examination of the recent events and
social movements in the global scene: The Black Lives Matter movement in the USA and UK, the Landless
Movement of Brazil, and the Clean Clothes Campaign aimed at improving working conditions in the garment
industry and others.
Essential readings:
Glasius, M. & Pleyers, G. (2013) ‘The Global Moment of 2011: Democracy, Social Justice and Dignity’,
Development and Change 44: 547–567
Green, D. (2016) ‘Power lies at the heart of change’ in How Change Happens, pp.28-46
Klein, N. (2000) Ch.9 ‘The Discarded Factory: Degraded Production in the Age of the Superbrand’ in No
Logo, pp. 195-230
Further readings:
Bebbington, A. (2007) ‘Social Movements and the Politicization of Chronic Poverty’, Development and
Change 38: 793–818
Borras, S. M. (2010) ‘The Politics of Transnational Agrarian Movement, Development and Change 41: 771–
803
Dinerstein, C. A. & Deneulin, S. (2012) ‘Hope Movements: Naming Mobilization in a Post-development
World’, Development and Change 43: 585–602
Harcourt, W. (2013) ‘Transnational Feminist Engagement with 2010+ Activisms’, Development and Change
44: 621–637
Mutunga, W., et al. (2002) Exposing the Soft Belly of the Multinational Beast: The Struggle for Workers'
Rights at Del Monte Kenya, Nairobi, Kenya Human Rights Commission
Reinecke, J., & Donaghey, J. (2015) ‘After Rana Plaza: Building coalitional power for labour rights between
unions and (consumption-based) social movement organisations’, Organization 22(5), 720-740
Seminars:
-
Can global solidarity movements disrupt status quo in the unequal global affairs?
Why change is difficult?
If not through global solidarity, how else can we achieve the change?
Week 24: Reading week
No lectures or seminars this week.
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Appendix A
Instructions on how to submit essays electronically
1.
2.
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6.
Log in to Blackboard and select the Blackboard course for the unit you are submitting work for. If you
cannot see it, please e-mail [email protected] with your username and ask to be added.
Click on the "Submit Work Here" option at the top on the left hand menu and then find the correct
assessment from the list.
Select ‘view/complete’ for the appropriate piece of work. It is your responsibility to ensure that you have
selected both the correct unit and the correct piece of work.
The screen will display ‘single file upload’ and your name. Enter your name (for FORMATIVE
ASSESSMENTS ONLY) or candidate number (for SUMMATIVE ASSESSMENTS ONLY) as a
submission title, and then select the file that you wish to upload by clicking the ‘browse’ button. Click on
the ‘upload’ button at the bottom.
You will then be shown the essay to be submitted. Check that you have selected the correct essay and
click the ‘Submit’ button. This step must be completed or the submission is not complete.
You will be informed of a successful submission. A digital receipt is displayed on screen and a copy sent
to your email address for your records.
Important notes
 You are only allowed to submit one file to Blackboard (single file upload), so ensure that all parts of
your work – references, bibliography etc. – are included in one single document and that you upload
the correct version. You will not be able to change the file once you have uploaded.
 Blackboard will accept a variety of file formats, but the School can only accept work submitted in .rtf
(Rich Text Format) or .doc/.docx (Word Document) format. If you use another word processing
package, please ensure you save in a compatible format.
 By submitting your essay, you are confirming that you have read the regulations on plagiarism and
confirm that the submission is not plagiarised. You also confirm that the word count stated on the
essay is an accurate statement of essay length.
 If Blackboard is not working email your assessment to [email protected] with the unit code and
title in the subject line.
How to confirm that your essay has been submitted
 You will have received a digital receipt by email and If you click on the assessment again (steps 1-4),
you will see the title and submission date of the essay you have submitted. If you click on submit, you
will not be able to submit again. This table also displays the date of submission. If you click on the
title of the essay, it will open in a new window and you can also see what time the essay was
submitted.
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Appendix B
Summary of Relevant School Regulations
(Further information is in the year handbook)
Attendance at classes
SPAIS takes attendance and participation in classes very seriously. Seminars form an essential part
of your learning and you need to make sure you arrive on time, have done the required reading and
participate fully. Attendance at all seminars is monitored, with absence only condoned in cases of
illness or for other exceptional reasons.
If you are unable to attend a seminar you must inform your seminar tutor, as well as email [email protected]. You should also provide evidence to explain your absence, such as a selfcertification and/or medical note, counselling letter or other official document. If you are unable to
provide evidence then please still email [email protected] to explain why you are unable to
attend. If you are ill or are experiencing some other kind of difficulty which is preventing you from
attending seminars for a prolonged period, please inform your personal tutor, the Undergraduate Office
or the Student Administration Manager.
Requirements for credit points
In order to be awarded credit points for the unit, you must achieve:
 Satisfactory attendance in classes, or satisfactory completion of catch up work in lieu of poor
attendance
 Satisfactory formative assessment
 An overall mark of 40 or above in the summative assessment/s. In some circumstances, a mark
of 35 or above can be awarded credit points.
Presentation of written work
Coursework must be word-processed. As a guide, use a clear, easy-to-read font such as Arial or Times
New Roman, in at least 11pt. You may double–space or single–space your essays as you prefer. Your
tutor will let you know if they have a preference.
All pages should be numbered.
Ensure that the essay title appears on the first page.
All pages should include headers containing the following information:
Formative work
Name: e.g. Joe Bloggs
Unit e.g. SOCI10004
Seminar Tutor e.g. Dr J. Haynes
Word Count .e.g. 1500 words
Summative work
**Candidate Number**: e.g. 12345
Unit: e.g. SOCI10004
Seminar Tutor: e.g. Dr J. Haynes
Word Count: e.g. 3000 words
Candidate numbers are required on summative work in order to ensure that marking is anonymous.
Note that your candidate number is not the same as your student number.
Assessment Length
Each piece of coursework must not exceed the stipulated maximum length for the assignment (the
‘word count’) listed in the unit guide. Summative work that exceeds the maximum length will be subject
to penalties. The word count is absolute (there is no 10% leeway, as commonly rumoured). Five marks
will be deducted for every 100 words or part thereof over the word limit. Thus, an essay that is 1 word
over the word limit will be penalised 5 marks; an essay that is 101 words over the word limit will be
penalised 10 marks, and so on.
The word count includes all text, numbers, footnotes/endnotes, Harvard referencing in the body of the
text and direct quotes. It excludes, the title, candidate number, bibliography, and appendices.
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However, appendices should only be used for reproducing documents, not additional text written by
you.
Referencing and Plagiarism
Where sources are used they must be cited using the Harvard referencing system. Inadequate
referencing is likely to result in penalties being imposed. See the Study Skills Guide for advice on
referencing and how poor referencing/plagiarism are processed. Unless otherwise stated, essays must
contain a bibliography.
Extensions
Extensions to coursework deadlines will only be granted in exceptional circumstances. If you want to
request an extension, complete an extension request form (available at Blackboard/SPAIS_UG
Administration/forms to download and School policies) and submit the form with your evidence (e.g.
self-certification, medical certificate, death certificate, or hospital letter) to Catherine Foster in the
Undergraduate Office.
Extension requests cannot be submitted by email, and will not be considered if there is no supporting
evidence. If you are waiting for evidence then you can submit the form and state that it has been
requested.
All extension requests should be submitted at least 72 hours prior to the assessment deadline. If the
circumstance occurs after this point, then please either telephone or see the Student Administration
Manager in person. In their absence you can contact Catherine Foster in the UG Office, again in
person or by telephone.
Extensions can only be granted by the Student Administration Manager. They cannot be granted by
unit convenors or seminar tutors.
You will receive an email to confirm whether your extension request has been granted.
Submitting Essays
Formative essays
Summative essays
Unless otherwise stated, all formative essay
submissions must be submitted electronically via
Blackboard
All summative essay submissions must be
submitted electronically via Blackboard.
Electronic copies enable an efficient system of receipting, providing the student and the School with a
record of exactly when an essay was submitted. It also enables the School to systematically check
the length of submitted essays and to safeguard against plagiarism.
Late Submissions
Penalties are imposed for work submitted late without an approved extension. Any kind of
computer/electronic failure is not accepted as a valid reason for an extension, so make sure you back
up your work on another computer, memory stick or in the cloud (e.g. Google Drive or Dropbox). Also
ensure that the clock on your computer is correct.
The following schema of marks deduction for late/non-submission is applied to both formative work
and summative work:
Up to 24 hours late, or part thereof
For each additional 24 hours late, or part
thereof
Assessment submitted over one week late

Penalty of 10 marks
A further 5 marks deduction for each 24 hours, or
part thereof
Treated as a non-submission: fail and mark of zero
recorded. This will be noted on your transcript.
The 24 hour period runs from the deadline for submission, and includes Saturdays, Sundays,
bank holidays and university closure days.
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

If an essay submitted less than one week late fails solely due to the imposition of a late
penalty, then the mark will be capped at 40.
If a fail due to non-submission is recorded, you will have the opportunity to submit the essay
as a second attempt for a capped mark of 40 in order to receive credit points for the unit.
Marks and Feedback
In addition to an overall mark, students will receive written feedback on their assessed work.
The process of marking and providing detailed feedback is a labour-intensive one, with most 2-3000
word essays taking at least half an hour to assess and comment upon. Summative work also needs to
be checked for plagiarism and length and moderated by a second member of staff to ensure marking
is fair and consistent. For these reasons, the University regulations are that feedback will be returned
to students within three weeks of the submission deadline.
If work is submitted late, then it may not be possible to return feedback within the three week period.
Fails and Resits
If you fail the unit overall, you will normally be required to resubmit or resit. In units where there are
two pieces of summative assessment, you will normally only have to re-sit/resubmit the highestweighted piece of assessment.
Exam resits only take place once a year, in late August/early September. If you have to re-sit an exam
then you will need to be available during this period. If you are not available to take a resit examination,
then you will be required to take a supplementary year in order to retake the unit.
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Appendix C
Level 4 Marking and Assessment Criteria (First Year)
1st (70+)
o
o
o
o
o
2:1 (60–69)
o
o
o
o
o
2:2 (50–59)
o
o
o
o
o
3rd (40–49)
o
o
o
o
Marginal
Fail
(35–39)
o
o
o
o
o
Excellent knowledge and understanding of the subject, as well as a
recognition of alternative perspectives and viewpoints
Uses an argument that is logically structured and supported by evidence
Engages with the material critically and demonstrates some capacity for
intellectual initiative/ independent thought
Incorporates one or two sources from beyond the reading list
High quality organisation and style of presentation (including referencing)
with few grammatical or spelling errors and attention to writing style
Good knowledge and understanding of subject and some recognition of
other viewpoints and perspectives
Evidence of an argument that is logically structured, but it may not be
consistently developed
Some evidence of critical thinking in places
Some attempt to go beyond or criticise the ‘essential reading’
Presentation showing promise: effective writing style but some grammatical
and spelling errors; referencing and bibliographic formatting satisfactory on
the whole
Reasonable knowledge and understanding of subject and an ability to
answer the question, but there may be some gaps
A tendency to assert/state opinion rather than argue on the basis of reason
and evidence; structure may not be entirely clear or logical
Some attempt at analysis but a tendency to be descriptive rather than
critical.
Little attempt to go beyond or criticise the ‘essential reading’ for the unit;
displaying limited capacity to discern between relevant and non-relevant
material
Satisfactory presentation: writing style conveys meaning but is sometimes
clumsy; some significant grammatical and spelling errors; inconsistent
referencing but generally accurate bibliography
Shows some knowledge and understanding of the subject and some
awareness of key theoretical/ methodological issues but misses the point of
the question
Demonstrates little/no ability to construct an argument and an
underdeveloped or chaotic structure with only minimal attempt to use
evidence
Limited, uncritical and generally confused account of a narrow range of
sources
Poorly presented: writing style unclear with significant grammatical and
spelling errors; limited attempt at providing references (e.g. only referencing
direct quotations) and containing bibliographic omissions
Shows limited understanding and knowledge of the subject and omits
significant parts of the question
Little or no argument and incoherent or illogical structure; evidence used
inappropriately or incorrectly
Inadequate use of analytical skills and tendency to assert opinion rather
than engage in critique
Some evidence of reading but little comprehension
Inadequate presentation e.g. not always easy to follow; frequent
grammatical and spelling errors; some attempt to provide references but
inconsistent and containing bibliographic omissions
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Outright Fail
o
(0–34)
o
o
o
o
Very limited, and seriously flawed, knowledge and understanding ; little
understanding of the question or fails to address the question entirely
No attempt to construct an argument and incoherent or illogical structure
No evidence of analytical skill
Uncritical and generally confused account of a very narrow range of
sources.
Very poor presentation: poor writing style; significant errors in spelling and
grammar with limited or no attempt at providing references and containing
bibliographic omissions.
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