Lobbying Against An Issue

Required Resources Read/review the following resources for this activity:

· Textbook: Chapter 11 ( Whitman Cobb, Wendy N. (2020). Political Science Today. Washington, DC: Sage Publications, Inc.)

· Minimum of 4 scholarly sources (in addition to the textbook)

Instructions You are a lobbyist for an issue(Against gun ownership) that you find important. You are going to make an informational pamphlet to highlight your points to prominent members of Congress. Research members of Congress that you will target in your lobbying. Explain why these members are critical to your goal. Make a plan of action and produce a pamphlet supporting your cause. Who will you be reaching out to? Why? Write a cover letter to a Congressional member and include your reasoning for reaching out to them in particular in the letter. Remember a lobbyist is only as good as the information they provide. A lobbyist who provides incomplete or unreliable information will soon be unemployed, or lose access to officials.

Cover letter should:

· Follow a standard business format

· Correctly address your Congressperson

· Use the correct postal address

· Explain your choice to write to this representative in particular, and provide your pamphlet. For example, maybe your research showed that this representative sponsored legislation on this issue in the past.

Pamphlet should:

· Define the problem. Tells us exactly what the problem is. Detail its urgency and provide data. Be objective.

· Analyze the problem. Provide relevant data. Tell us how to make sense of the data. Provide any findings

· Offer a recommendation. Do not generalize. Be specific.

· Must be persuasive.

· Cite four scholarly sources

Submit your cover letter and pamphlet for grading.

Writing Requirements (APA format).

· Length: Cover letter to Congressman should be only 1 page

· Pamphlet should be 5 pages in length

· 1-inch margins

· 12-point Times New Roman font

· Reference page (minimum of 4 scholarly sources)

 

 
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeFollows a standard business format, correctly address congressperson, and, uses the correct postal address.
10.0 pts

The student follows a standard business format, correctly addresses congressperson, and uses correct postal address.

6.0 pts

The student follows a standard business format, but incorrectly identifies congressperson and/or address.

0.0 pts

No effort.

 

10.0 pts
This criterion is linked to a Learning OutcomeExplains choice to write to this representative
15.0 pts

The student identifies and provides solid reasoning for writing this representative with evidence cited.

10.0 pts

The student identifies and provides good reasoning for writing this representative.

5.0 pts

The student identifies and provides some reasoning for writing this representative.

0.0 pts

The student does not identify and provide reasoning for writing this representative.

 

15.0 pts
This criterion is linked to a Learning OutcomePamphlet defines the problem
40.0 pts

The student defines the problem clearly and objectively with good detail and evidence.

32.0 pts

The student defines the problem clearly.

20.0 pts

The student does not define the problem clearly.

0.0 pts

The student does not define the problem.

 

40.0 pts
This criterion is linked to a Learning OutcomePamphlet analyzes the problem
40.0 pts

The student analyzes the problem clearly and objectively, and presents data and findings well.

32.0 pts

The student analyzes the problem, and presents some data and findings.

20.0 pts

The student analyzes the problem incompletely, failing to mention or thoroughly analyze relevant data and findings.

0.0 pts

The student did not analyze the problem or presents data/ findings.

 

40.0 pts
This criterion is linked to a Learning OutcomePamphlet recommendation
40.0 pts

The student offers a specific, detailed, persuasive recommendation.

32.0 pts

The student offers a specific recommendation.

20.0 pts

The student offers a general recommendation.

0.0 pts

The student did not offer a recommendation.

 

40.0 pts
This criterion is linked to a Learning OutcomeAPA/Sources
15.0 pts

The assignment is referenced and formatted according to APA standards and four additional scholarly sources are provided.

10.0 pts

The assignment is referenced and formatted according to APA standards and three additional scholarly sources are provided.

5.0 pts

The assignment is referenced and formatted according to APA standards, and two addiotnal scholarly sources are provided.

0.0 pts

No APA style or format was used. No sources used.

 

15.0 pts
This criterion is linked to a Learning OutcomeWriting
15.0 pts

The student presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).

10.0 pts

The student presents information using understandable language, but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).

5.0 pts

The student presents information using understandable language but is very disorganized (many errors in English grammar, spelling, syntax, and punctuation).

0.0 pts

The student presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).

 

15.0 pts
Total Points: 175.0

Policy Brief I: Poverty Assessment

Poverty Assessment Memo

DUE ON CANVAS BY 11:59 PM, 10/16/2020

 

Work through the following assignment. Your support should be drawn from the assigned reading, class discussion, and your own additional research.

 

You are an intern with the United Nations mission of a bottom billion country. You must write a 5 page (double spaced) poverty assessment memo in preparation for the Sustainable Development Goals summit in which you:

· Summarize your country’s development status, integrating the various indicators we have discussed in class or encountered in the reading.

· Analyze the various “traps” under which your country is suffering (pulling from traps discussed in class and/or reading). In order to support your points, you should integrate data/information from the various organizations/web sites we have visited in class or encountered in the reading.

· Conclude in a paragraph with development priorities/solutions for your country (at this point, you are not in expert in this; you’re just practicing reaching conclusions based on the data).

 

Policy memos inform their audience in a concise, organized, and professional manner, while still including the most relevant content. An effective memo will do its job after one quick read. Focus on content, structure, organization, and clarity.

 

Your memo should contain:

1. A header in which you identify to whom the author is writing, the identity and authority of the author, and the topic.

2. An executive summary, which is a single paragraph that summarizes the major findings of the memo, such that a reader would not need to read the entire brief in order to grasp the main findings. In this case, by the end of your summary, I want a 3 – 4 sentence overview of your country followed by your poverty diagnosis of its traps. This is your argument!

3. Sections led by subheadings:

a. A 1 page section that provides an overview of your country’s development status. Make sure you define development first, and talk about concepts. Don’t just dump a lot of data on the page. Things to think about: what things should we be looking at when trying to capture a country’s development status? Try to think about the social, economic, and or political components that you think are important and pick a few critical indicators. Also, think about trajectory. Are things getting better? Worse? This is the section where you need to describe what your country “looks like” from a development standpoint.

 

b. A 3 – 4 page analysis of your country’s “traps.” In other words, why does it look the way it does in terms of its development indicators? You might draw from traps discussed by Collier, or other authors we discuss, such as Jeffrey Sachs, or Daron Acemoglu. Make sure you explain the logic of your traps before you demonstrate how your country is enmeshed in them.

 

4. A paragraph conclusion. A conclusion doesn’t just restate the intro. Ideally, a conclusion pulls together some of the implications arising from your earlier points. What do your findings indicate about the direction your country is taking? About what needs to be addressed? About what should be a priority?

 

5. An accepted form of citation (see http://pitt.libguides.com/citationhelp) followed by a works cited page.

 

 

Your paper should rely on at least 5 – 7 outside references, which will probably all come from the internet. Please check with me if you have questions about the validity of your source.

 

A good way to discuss data is to put it in a chart or a visual and then refer to it in your paper. This won’t be used in your overall page count; you still should write 5 – 7 pages of text.

 

Places to begin your research:

For a paper that is this short (and in such a narrow time frame) think about using articles and reports, rather than books as your main outside sources. Here a few places that might have relevant sources of information:

OSU Library 1st Search

http://ica.library.oregonstate.edu/subject-guide/1106-1Search

BBC Country Profiles

http://news.bbc.co.uk/2/hi/country_profiles/default.stm

Times Topics

http://topics.nytimes.com/topics/reference/timestopics/index.html

CIA World Factbook

https://www.cia.gov/library/publications/the-world-factbook/

Freedom House

www.freedomhouse.org

Library of Congress Country Studies

http://lcweb2.loc.gov/frd/cs/

The Economist country briefings

http://www.economist.com/topics

US Institute of Peace

http://www.ifes.org/

Carnegie Endowment for International Peace

http://carnegieendowment.org/

Center for Strategic and International Studies

http://csis.org/

Foreign Policy

http://www.foreignpolicy.com/

Foreign Affairs

http://www.foreignaffairs.com/

 

POTENTIAL Data sources:

(Maybe you find additional ones!)

World Bank Data Visualizer

https://data.worldbank.org/

Country cases

http://data.worldbank.org/country

World Bank poverty assessments

(search for this – the link is really long)

UNDP’s web page devoted to country reports

http://hdr.undp.org/en/countries

Gapminder

https://www.gapminder.org/

Observatory of Economic Complexity

https://atlas.media.mit.edu/en/

Conflict trap:

Uppsala Conflict Data Program

http://www.ucdp.uu.se/gpdatabase/search.php

Fragile States Index, http://fsi.fundforpeace.org/

Natural Resource trap:

World Bank Data on natural resource rents

http://data.worldbank.org/indicator/NY.GDP.TOTL.RT.ZS

CIA World Factbook has economic data

https://www.cia.gov/library/publications/the-world-factbook/

Governance trap

Transparency International

https://eiti.org/

Freedom House

www.freedomhouse.org

Where can you look for landlocked with bad neighbors trap?

 

Want to know more about policy memos in general?

http://twp.duke.edu/uploads/media_items/policy-memo.original.pdf

Relevance of Dependency theory today?

Department of Politics and International Relations

School of Social Sciences

4PIRS003W Dilemmas of International Development

2020 / 2021

 

 

 

 

 

MODULE CONVENOR

Dr Farhang Morady

f.morady@westminster.ac.uk

Office Hours: Tuesday 12:00-14:00.

 

 

 

 

 

 

1

2

 

Welcome and Introduction

 

Welcome to the module. This handbook provides all the information you need regarding the module’s content and assessment requirements. It includes the module’s aims and learning outcomes, assessment weighting and assessment criteria, the lecture and seminar topics, essay questions and reading lists. If you have any questions, please do ask the module leader or your seminar leader to explain.

 

 

Module Aims

 

This module introduces some of the ideas about development that will be fundamental to students of Development, International Relations and Politics. It asks you to think critically about what is meant by the term ‘development’, why it is important and how the practicalities should be approached. You will come across different views, not only about how to raise the living standards of the world’s poor but also whether it is the business of richer countries to intervene. These debates will be raised throughout the module.

 

We start by looking at politics of development in the 21st Century, going back to the origin of the term before and during the Cold War in the mid-20th Century. This is contested with evolving definitions and much controversy, especially with adoption of Millennium Development Goals during the post-1980s, in the era of Globalisation. We examine different theories and approaches to development but not in detail as they will be considered later in the different modules in the second year. However, the ‘grand’ development theories and approaches such as modernisation, dependency and Neo-Liberalism will be offered to give students the opportunity of assessing their relevance to the lives of people in developing countries, and their roles in assisting or hindering their progress in a global world whether in terms of distribution of wealth, political change or human rights.

 

 

Learning outcomes

By the end of the module, the successful student will be able to:

· Distinguish and evaluate the main theoretical perspectives on development and dependency;

· Identify and analyse the most relevant concepts relating to the problems of political development;

· Analyse and assess the attempts to establish enduring and flourishing systems of democracy in the developing world;

· Investigate processes of economic, social and political and spatial change in developing economies;

· Examine the experience of development at the local level;

· Effectively communicate views about politics and society in post-colonial states in writings, seminars, discussions and presentations.

 

Successful completion of this unit should enable you to understand the international patterns of development and varied approaches to developmental issues. This knowledge will prepare you for a wide range of Intermediate level units, particularly in Development Studies, Politics and International Relations. As well as refining your essay writing and presentation skills (see assessment criteria), you will also become familiar with a wide range of sources which will enable you to keep in touch with developmental issues.

 

 

Teaching and learning methods

The module is composed of online lectures and online seminars. These will be supplemented by the mid semester progress check in order to support students with adapting to new higher education environment.

 

The weekly online lecture programme is designed to develop knowledge of development concepts, theories and issues related to developing countries.

 

The seminars will be based on guided readings to deepen the knowledge of each weekly topic, with discussion in small groups.

 

Week 6 will also be dedicated to meeting every student individually online to discuss their progress and plan for the future coursework.

Location and Teaching team

Lectures: Pre-recorded, (Asynchronous), Online Blackboard Ultra

Seminar: Online Blackboard Ultra, live (Synchronous), check your group and time.

 

Attendance will be electronically recorded – please logon on time!

 

 

Dr Farhang Morady

Tuesday 12:00-14:00 via Microsoft Teams

Email: f.morady@westminster.ac.uk

 

Dr Hannah Cross

Thursday 13:00 – 15:00 via Microsoft Teams

Email: h.cross@westminster.ac.uk

 

Dr Ipshita Basu

Tuesdays 10:00 -noon, Wednesdays 9:00-10:00 via Microsoft teams

Email: I.Basu@westminster.ac.uk

 

Dr Sahar Taghdisi Rad

Tuesdays 14:00-16:00 via Microsoft Teams

Email: s.rad@westminster.ac.uk

 

Essential Reading

 

· The reading list is subdivided in accordance with the lecture topics. The items listed are intended as a guide to some of the basic literature on each theme. All of the items are important, although those with an asterisk are the most influential papers and books. Please see also your online reading lists.

 

· Hopper, P. (2012), Understanding Development, London: Polity.

 

· Baylis J., Smith S. & Owens, P. (eds) (2010) The Globalization of World Politics, Oxford University Press.

General Reading

 

Selecting from the following books will give you a pretty good idea about both politics and society in developing countries. The detailed reading for specific lectures is provided below. These books are available in the library; it would be useful if you spend an hour or so to scan some of these books to familiarise yourself with the content and the locations of the books.

 

Bayliss, J. and Smith, S. (2010), The Globalization of World Politics, London: OUP.

 

Chant, S. (2007), Gender, Generation and Poverty, London: Edward Elgar Publishers.

Haynes, J. (2008), Development Studies, Short Introductions, London: Polity.

 

Kamrava, M. (2000), Politics & Society in the Developing World, London: Routledge.

Kiely, R. (1995), Sociology and Development, UCL Press.

 

Potter, R. Binns, T., Elliott, J. and Smith, D. (2008), Geographies of Development: An Introduction to Development Studies, 3rd ed. Pearson.

 

World Bank (2000), World Development Report 2000/2001: Attacking Poverty, London: OUP.

 

 

In addition to this, you should look at other relevant sources and to keep an eye on current issues of major development journals such as:

 

· Development and Change,

· World Development,

· International Development Planning Review,

· Third World Quarterly,

· European Journal of Development Research,

· Environment and Urbanisation,

· Economic Development and Cultural Change,

· Progress in Development Studies,

· Journal of Development Studies,

· Review of African Political Economy,

· Bulletin of Latin American Research,

· Latin American Perspectives,

· Latin American Research Review,

· Journal of Asian Studies.

 

Useful general Websites include

 

www.worldbank.org (World Bank website)

www.undp.org (United Nations Development Programme website)

www.iadb.org (Inter-American Development Bank website)

www.ilo.org (International Labour Organisation website)

www.DFID.org.uk (website for Department for International Development, UK)

www.oxfam.org (website for Oxfam UK)

www.undp-povertycentre.org (website of UNDP’s International Poverty Centre, Brasilia)

www.ids.ac.uk/publicat/briefs.html (policy briefings from the Institute of Development Studies, Sussex; see also ID21 at the same site which posts news on recent research on development in the UK).

 

The following websites provide interesting tools for visualising international data:

 

http://globalis.gvu.unu.edu -interactive world atlas using UN data for human development, Millennium Development Goals.

 

www.worldmapper.org – developed by Sheffield University with maps on a range of development-related issues such as education, terms of trade, growth, health, gender etc.

 

Other website addresses with particular relevance to specific themes are given under individual lecture headings and/or in the context of specific references.

 

 

 

 

1. Global Patterns of Development: Definition and Possibility

LECTURER: FARHANG MORADY

 

This introductory lecture provides an overview of the course: it will deal with the

origins of ‘development’ and controversies surrounding the term. It will consider

how the Western notion of quantitative changes in development continues to

influence the ‘measurement’ of development. The readings are broadly sub

divided to correspond with the main thrust of each of the lectures.

 

 

Essential Reading

 

Berger, M.T. (1994), ‘The End of the Third World?’ in Third World Quarterly,15: 257-275.

Chant, S. and McIlwaine, C. (2009) Geographies of Development in the 21st Century,

Edward Elgar: Cheltenham, Ch. 1, 2 and 11.

Hulme, D, & Shepherd, A, (2003), Conceptualising chronic poverty, in World Development 31(3): 403-424. This issue of World Development is devoted to chronic poverty, and contains a range of relevant material.

Thomas, A. (2000), Poverty and the ‘end of development. In Allen and Thomas Poverty and development into 21st C, Oxford University, Oxford, Ch 1.

 

 

Further Reading

 

Desai, V. and Potter, R. (eds.) (2008), The Companion to Development Studies, 2nd edition, Hodder Arnold.

Dickenson, J. et al (1996) Geography of the Third World, 2nd ed, Routledge, Ch.1 & 2

Potter, R et al (2004), Geographies of Development, Harlow: Pearson, 2nd ed, Ch 2.

 

 

Seminar Questions

 

1) What is development?

2) How should development be measured?

3) Is there such a thing as political development?

 

 

 

2. Colonialism: continuity and change

LECTURER: IPSHITA BASU

 

 

This lecture covers the process of colonisation, and its impact and legacies (e.g. in

terms of poverty and development). It offers a historical and geographical

approach in understanding development as both processes of change as well as

forms of conscious intervention by outside forces, colonisers. To understand

change and intervention over the last three centuries, we have to take a look at

what capitalism is and how ‘capitalist development’ transforms different

societies.

 

 

Essential Reading

 

Bernstein, H. (2000), ‘Colonialism, capitalism, development’, in Allen, T. & Thomas, A., Poverty and development into 21st C, Ch 11 & 12.

Escobar, A., (1995). Encountering Development. Princeton: Princeton University Press. Chapter 1, pp.3-14

Doty, R. L., (1996). Imperial Encounters: The Politics of Representation in North-South Relations. Minneapolis: University of Minnesota Press. Introduction, pp. 1-25.

 

 

Further Reading

 

Desai, V. & Potter, R. (eds.) (2008) The Companion to Development Studies, 2nd ed, Hodder Arnold.

Dickenson, J. et al (1996) Geography of the Third World, 2nd ed, Routledge, Ch 1 & 2.

Hoogvelt, A. (2001), Globalization and the Postcolonial World, Part 1, Palgrave.

Mishra, P. (2013) From the Ruins of Empire: The Revolt against the West and the Remaking of Asia, London: Penguin.

 

 

 

Seminar Questions

 

1. Colonialism was instrumental in the development or underdevelopment of the Third World. Do you agree with this proposition?

2. Discuss the varied impacts of colonialism on poverty in the world today. Please include illustrative data and a map when delivering your paper.

 

 

 

3. Modernisation

LECTURER: Sahar Taghdisi Rad

 

This lecture covers the theories of modernisation. It considers their relevance in both understanding and determining patterns of development – the main characteristics and contributions of modernisation theory to development thinking in the 1950s. Although modernisation theory was very much a product of its time, a key theme in these lectures is the extent to which modernisation is still valid today.

 

Essential Reading

 

Hoogvelt, A. (2001), Globalisation and the postcolonial world, London, Macmillan, Ch 2.

Kiely, R. (1995), Sociology and development, UCL Press, London, Ch 3 & 4.

Larrain, J. (1989), Theories of development, Polity Press, Cambridge, Ch 4 & 6.

 

 

Further Reading

 

Harrison, D. (1988) The Sociology of Modernization and Development, Unwin Hyman, pp 1-61.

Hewitt, T. (2000) ‘Half a Century of Development’, in Allen, Tim and Thomas, Alan (eds) Poverty and Development into the 21st Century, OUP, pp 289-308.

Webster, A. (1990), Introduction to the Sociology of Development (2nd ed.), Macmillan, Basingstoke, Ch 3, pp.41-64.

 

 

Seminar Question

 

1. Do modernisation theories explain development adequately? Discuss critically.

 

 

 

4. Underdevelopment & Dependency Theory

LECTURER: HANNAH CROSS

 

This lecture covers dependency theories. It considers their relevance in understanding patterns of development. We look at the criticisms of modernisation theory, and in particular, the development of a radical alternative approach in dependency theory. Developed in Latin America in the 1960s, dependency theory highlights the concept of underdevelopment and is based on a core-periphery model of the world. In particular we will investigate the historical ways in which Third World countries on the ‘periphery’ are actively underdeveloped by the ‘core’ First World nations.

 

Essential Reading

 

Chant, S. and McIlwaine, C. (2009) Geographies of Development in the 21st Century Edward Elgar, Chapter 2

Dos Santos, T. (1970). The Structure of Dependence. The American Economic Review, 60 (2): 231-236.

Frank, A. G. (1970) ‘The Development of Underdevelopment’ in Rhodes, R. D. Imperialism and Underdevelopment. New York: Monthly Review Press.

Larrain, J. (2013), Theories of development: Capitalism, Colonialism and Dependency, Polity Press, Cambridge, Chs 4 & 6 – available online via UoW library website.

 

 

Further Reading

 

Cardoso, F. E. (1995), ‘Dependency and Development in Latin America’, in Stuart Corbridge (ed) Development Studies: A Reader, Arnold, pp 112-27.

Conway, D. and Heyne, N. (2008) Dependency Theories: From ECLA to André Gunder Frank”. In The Companion to Development Studies, Edited by: Desai, V and Potter, R B. London: Arnold

Hoogvelt, A. (2001), Globalisation and the postcolonial world, London, Macmillan, Ch 2.

Kiely, R. (1995), Sociology and development, UCL Press, London, Chs 3 & 4.

Peet, R. (1999), Theories of development, New York:, Guilford Press Chs 3 & 5

Rodney, W. (1981). How Europe Underdeveloped Africa. Howard University Press.

 

 

 

Seminar Questions

 

1. To what extent are former Third World countries locked into a system of unequal exchange?

2. In what ways is dependency theory relevant today?

 

 

5. Neoliberalism and the State in Developing Countries

LECTURER: FARHANG MORADY

 

This week’s lecture will reconsider the impact of liberalisation theory and policies on patterns of development. The significance of the Washington Consensus will be considered and SAPs will be both defined and assessed.

 

 

Essential Reading

 

Allen, J. & Hamnett, C. (1992), ‘Uneven worlds’, in Allen, J. & Hamnett, C. (eds), A shrinking world, OUP, pp 234-252.

Dixon, C. et al (1995), ‘Introduction: the nature of Structural adjustment’, in Simon, D. et al (eds), Structurally adjusted Africa: poverty: debt and basic needs, Zed, London, pp 1-14.

Potter, R. et al (1999), Geographies of development, Longman, London, pp 158-177.

 

 

Further Reading

Shutt, H. (1998), The Trouble with Capitalism: An Enquiry into causes of Global Economic Failure, Zed.

Kaplinsky, R. (2007), Globalisation, Poverty and Inequality, Polity.

 

Seminar Questions

 

1. What are the main characteristics of Neo-liberalism and SAPs?

2. What do SAPs tell us about development and the role of the World Bank and the IMF?

 

 

 

 

6. Progress Check

Please meet your personal tutor and seminar leader (during the lecture and seminar time) to discuss your progress, identify any difficulties you may be encountering with concepts of development, development theories and/or to discuss your coursework.

 

 

 

 

 

7. Gender, Power and Development

LECTURER: HANNAH CROSS

 

This lecture will consider the importance of taking a gendered perspective of development. We will see how this perspective has changed over time and across various approaches to development in theory and practice. We then look more closely at the dynamics of globalisation and its impact on women around the world: to what extent is it empowering, and what is really meant by empowerment? Finally, we turn to an overview of feminisms and intersectional approaches in development, as a way to understand the operation of power and marginalisation and how they are challenged.

 

Essential Reading

 

Chant, S. and McIlwaine, C. (2009) Geographies of Development in the 21st Century Edward Elgar:, Ch 8 on Gender and Development.

Razavi, S. and Miller, C. (1995). From WID to GAD: Conceptual Shifts in the Women and Development Discourse, UN Fourth World Conference on Women, Occasional Paper No. 1. Geneva: United Nations Research Institute for Social Development (UNRISD).

Visvanathan, N. (ed.) 2011. The Women, Gender and Development Reader. Zed Books. See intro by Visvanathan, chapters by Rai, Boserup, Elson and Pearson. Online reading available in UoW library.

 

 

Further Reading

 

Bouilly, E., Rillon, E. and Cross, H. (2016). Editorial: African women’s struggles in a gender perspective. Review of African Political Economy, 43 (149). pp. 338-349

Kothari, U. 2005. A radical history of development studies. London: Zed. Chapter by Ruth Pearson

Porter, M. 2000, ‘Introduction. Caught in the Web? Feminists Doing Development’ in Porter, M & Judd, E. eds. (2000) Feminists Doing Development A Practical Critique. London & New York: Zed Books.

Rai, S. 2002. Gender and the Political Economy of Development: from nationalism to globalization. Malden, Mass. Polity Press.

 

Seminar Questions

 

1. What is meant by gender analysis and how is it used?

2. How have approaches to gender and development changed over time?

3. How are women incorporated in the global economy, and how do they shape it?

 

8. Governance and Civil Society

LECTURER: SAHAR TAGHDISI RAD

 

In this lecture we will consider the impact of neo-liberal policies and their

consequences. We examine the claim that it is not that the policy did not work or

the theory is wrong, but problems are due to poor policy implementation,

corruption and special interests. ‘Good governance’ as a pre-condition for

development: a process of decision-making, and the way the decisions are

implemented which involves: accountability, transparent decision making; effective

and efficient public sector management; role of law and participation of people in

decision-making.

 

 

Essential Reading

 

Barr et al (2005) ‘The governance of NGOs in Uganda’ in World Development 33 (4) pp 657-679.

Ebrahim, A. (2003) ‘Accountability in practice: mechanisms for NGOs’ in World

Development 31 (5): pp 813-829.

Randall, V. and Theobald, R. (1998), Political Change and Underdevelopment, Palgrave, pp 166-219.

Smith, B. C. (2009), Understanding Third World Politics: Theories of Political Change and Development, Palgrave, pp 224-191.

 

 

Further Reading

 

Haynes, J. (1996), Third World Politics: A Concise Introduction. Macmillan.

Kamat, S (2004), ‘The privatisation of public interest: theorising NGO discourse in a neo-liberal era’, in Review of International Political Economy 11(1): 155-76.

White, S (1999), ‘NGOs, civil society and the state in Bangladesh: the politics of

representing the poor’ in Development and Change 30: 307-326.

Jad, I. (2007), NGOs: Between Buzzwords and Social Movements. Development in Practice, 17(4/5), 622-629.

 

 

Seminar Questions

 

1. Can good governance be imported from outside?

2. Is it possible to engineer democracy in developing countries?

 

 

 

9. Democracy and Development

LECTURER: IPSHITA BASU

 

This week’s lecture will focus on the democratic process and possibilities for

democracy in developing countries. We will use examples from countries including

Brazil, Mexico and South Korea, which have gone through transition, in order to

assess the possibilities for other developing countries.

 

Essential Reading

 

Carothers, T. (2002), ‘The End of the Transition Paradigm’, Journal of Democracy, vol.13, number 1 (January). Can be downloaded from www.ceip.org

Randall, V. and Theobald, R. (1998), Political Change and Underdevelopment, Palgrave, pp 166-219

 

Further Reading

 

Cammack, P. (1997), Capitalism and Democracy in the Third World: the doctrine for political development, Leicester University Press.

Carothers, T.(1999), Aiding Democracy Abroad. The learning curve, Carnegie Endowment for International Peace, Washington, DC.

Carothers, T. (2004), Critical Mission. Essays on Democracy Promotion, Carnegie Endowment for International Peace.

 

Seminar Questions

 

1. Are development and democracy compatible?

2. Are capitalism and democracy compatible?

 

 

10. The End of the Third World?

LECTURER: Farhang morady

 

With the emergence of Newly Industrialising Countries, the concept of the Third

World has become problematic. The development in South East and East Asia,

particularly, China, and now India has been extremely significant in the last

decade. The question is whether the development in these areas has been enough

to stop us from using the term altogether.

 

 

Essential Reading

 

Berger, M. (1994), ‘The end of the Third World?’ in Third World Quarterly,

15(2): 257-75.

Randall, V. (2004), ‘Using and abusing the concept of the Third World’, in

Third World Quarterly 25(1): 42-53.

Harris, N. (1996), The End of the Third World, Penguin, London.

 

Seminar Questions

 

1. What is the Third World?

2. Where is the Third World?

3. Is the Third World still a valid term?

 

 

 

11. Development in the Era of Globalisation

LECTURER: FARHANG MORADY

 

This lecture focuses on the change in developing countries since 1990s. We look

at the emergence of the newly developed countries such as China, India, Brazil and

Turkey, Venezuela and Iran to assess their success and failure.

 

Essential Reading

 

Randall, V. and Theobald, R. (1998), Political Change and Underdevelopment, Palgrave, pp 222-282

Smith, B. C. (2003), Understanding Third World Politics: Theories of Political Change and Development, Palgrave, pp 197-216

 

Further Reading

 

Kiely, R. (2007), The New Political Economy of Development: Globalisation Imperialism and Hegemony, Palgrave.

Sachs, J. (2005), The End of Poverty: How We Can Make it Happen in our Lifetime, Penguin.

 

Seminar Questions

 

1. What is the way forward for developing countries, reform or revolution?

2. How would you analyse the political system in either Venezuela, Iran or Bolivia?

 

12. Revision and Feedback

LECTURER: FARHANG MORADY

 

This week is essential for making sense of development in terms of the themes discussed in the module: What is development ‘good’ for? How do the themes studied in this module relate to other modules you have been taking this semester in political theory and international politics? What advice would you give students taking this module next year about how to approach the study of international development?

 

Module feedback will also be undertaken in your seminar this week.

 

 

 

Assessment rationale

Three methods of assessment are employed in this module: CW1 to write 1000 words, answering 2 seminar questions from module outline (25%); CW2: an oral presentation (25%) and CW3: 1500 words essay.

 

Coursework 1 (Learning Journal, 25%)

This will test students gradual understanding of the module up to mid semester.

 

Answer any Two questions (500 words each) from the list below:

1: What is development and how should development be measured?

2: Colonialism and causes of poverty in the world today?

3: Critical analysis of Modernisation theories

4: Relevance of Dependency theory today?

5: The impact of structural adjustment programmes in developing countries.

Must be submitted on the 4th of November 2020.

 

Coursework 2 (Group Presentation, 25%)

The group online presentation (10-15 minutes group presentation max followed by a Q+A session) allows students to undertake, present, and defend a detailed analysis of ‘development’ as a concept, both in theory and practiceStudents will have to demonstrate their capacity to engage with this debate with appropriate critical insight, showing how this topic has helped the student to clarify his/her own understanding of debates and perspectives in development studies. The grade for the group presentation will be assessed individually, although it will be important for each individual member of the group to demonstrate their capacity to work collaboratively for this task.

Must be submitted a weeks after presenting it.

 

Coursework 3 (Essay, 50%)

An essay of 1500 words allow students to reflect more generally on the themes of the module, to demonstrate an ability to synthesise the material that has been covered, to contextualise debates in development studies, and reflect critically on current debates.

 

Answer any ONE question from the list below. Your essay must be 1500 words and referenced fully with a bibliography.

 

1. Examine the impact of 19th century European colonialism on the Global South, using one or two case studies.

 

2. Critically assess the explanatory value of EITHER modernisation OR dependency theory.

 

3. ‘The metropolis expropriates economic surplus from its satellites and appropriates it for its own economic development’. Discuss.

 

4. What is the role of NGOs in world development today? Trace the development of an active organisation and assess whether it is fulfilling its objectives for the future.

 

5. Does the notion of a ‘Third World’ continue to have any validity in today’s world?

 

6. Is democracy necessary to bring development? Discuss with examples.

 

 

7. With what success different states have managed Covid-19 in the Global South?

 

8. How has Covid-10 impacted development? Discuss with examples from the Global South countries.

 

Must be submitted on the 16th of December.

 

 

Feedback on assessment

Feedback will be available via Blackboard within 3 weeks of submission (15 working days). Feedback can also be obtained by discussing with a module leader during feedback and support hours.

 

Assessment criteria

Essay grading scheme

Essay assessment is a complex process that cannot be reduced to a simple formula. However, it is possible to articulate some of the features that your lecturers will expect to find in each of the marking categories.

 

First class essays (70-100%) will: address the question or title; follow a structured and signposted sequence; demonstrate familiarity with the relevant literature; present an analysis and evaluation of the ideas and theories discussed; reveal internal integration and coherence; use references and examples to support the claims and arguments made; provide detailed references and sources in the bibliography or reference section; be written in good and grammatically correct English. Differences within the range are usually attributable to differences in the quality of analysis and evaluation and internal integration and coherence.

 

Upper second class essays (60-69%) will: address the title; follow a structured sequence; demonstrate familiarity with relevant literature; use references and examples. The difference between essays in this class and a first class pieced of work is often the quality of the analysis and evaluation presented and the degree to which it is integrated around its central theme.

 

Lower second class work (50-59%) may show weaknesses with regard to a number of the features mentioned above. Generally, the analysis and evaluation may be poor, so that the work fails to convey an unified consideration of the topic under discussion. Often, for example, ideas and theories will be presented but not related to each other, so that the reader is left to draw his / her own conclusions. This may also mean that the material presented is not used to address the question but is simply included as vaguely relevant. Finally the sequential structure of essays in this category could usually be improved.

 

Third class essays (40-49%) tend to have weaknesses with regard to most of the features mentioned above. They tend not to address the question in a precise way, to be poorly structured and show little by way of analysis or evaluation of the ideas presented. This, of course, means that they are not well integrated. Finally, the grasp of the literature demonstrated in such an essay may not be good, though it will be adequate in the sense that there are no major misconceptions or obvious omissions.

 

Failed essays (30-39%) are, at best, manifestly failing with regard to a number of the features mentioned above. In particular, their demonstration of familiarity with the literature is usually poor and their structure difficult to discern. Essays which are of extremely poor quality will receive marks that are under 30%. We use the full spectrum of marks.

 

For further information about grading of coursework, including an essay grading scheme: see the DPIR BA Course Handbook (pp.47-48)

 

Word Limit Policy

Each assessment will have a specified word length range (i.e. a word count which includes the main text and notes but excludes the bibliography). The department does not permit a margin of 10% over the stated word limit: the word count is the absolute maximum. Students should be aware that the marker will not consider any work after the maximum word limit has been reached within the allocation of marks. Please note that the exclusion of concluding material in excess of the permitted maximum word count may substantively reduce the quality of the coursework submitted. It may also mean that the eligible part of the submission fails to include information needed to meet the stated learning outcomes for the assessment. In this way, students will be penalised for a failure to be concise and for failing to conclude their work within the word limit specified.

 

SUBMISSION OF COURSEWORK

All coursework on this module is submitted via Blackboard only. It will automatically be scanned through the Turnitin Plagiarism Detection Service software.

i. You DO need to include your name and student ID on the first page of your assignment.

To submit your assignment:

i. Log on to Blackboard at http://learning.westminster.ac.uk;

ii. Go to the relevant module Blackboard site;

iii. Click on the ‘Assessments’ link on the left-hand side;

iv. Click on the link to the relevant assignment;

v. Follow the ‘upload’ and ‘submit’ instructions.

A two-minute video showing the submission process can be found by following this link:

ii. http://www.youtube.com/user/SSHLUniWestminster#p/u/0/I-ZQs4nSWL4

 

You will receive separate instructions about how and when you will receive feedback on your work.

 

It is a requirement that you submit your work in this way. All coursework must be submitted by 1pm on the due date. If you submit your coursework late but within 24hours or one working day of the specified deadline, 10% of the overall marks available for that element of assessment will be deducted, as a penalty for late submission, except for work which obtains a mark in the range 40 – 49%, in which case the mark will be capped at the pass mark (40%).

 

If you submit your coursework more than 24 hours or more than one working day after the specified deadline you will be given a mark of zero for the work in question.

 

Late work and any claim of mitigating circumstances relating to coursework must be submitted at the earliest opportunity to ensure as far as possible that the work can still be marked. Late work will not normally be accepted if it is received more than give working days after the original coursework deadline.

 

Once the work of other students has been marked and returned, late submissions of that same piece of work cannot be assessed.

Online feedback via GradeMark

The Department of Politics and International Relations offers online feedback on written coursework via GradeMark (accessed via Blackboard). Failure to submit your essay via Blackboard will mean that your coursework will not be graded and subsequently will not count towards your assessment for this module.

 

 

FURTHER INFORMATION REGARDING COURSEWORK 

In addition to the information contained in this Module Handbook, which is specific to the assessment for the module, you need to be aware of general guidance and policies for coursework submission in Politics & IR.

 

Instructions and guidance relating to these and other procedures can be found in the  PIR Red Book . You should consider this your ‘How To’ guide. The PIR Red Book can be found on the  Politics and International Relations Blackboard site .

 

The current version of the  Politics and IR Course Handbook  provides detailed information about regulations relating to:

· Submitting your work

· Late submission

· Plagiarism and referencing

· Mitigating circumstances

· Word limits

· Essay grading  The Politics and IR Course Handbook can be found on the  Politics and International Relations Blackboard site .   For information about Academic progression, condoned credits, and referral opportunities, see the  Handbook of Academic Regulations  (section 17).

 

USEFUL INFORMATION & CONTACTS

 

Fitzrovia Registry, fitzregistry@westminster.ac.uk 020 7911 5884, first floor, 115 New Cavendish Street: all the rules on modules/changing modules/course, changing seminar group + mitigating circumstances.

 

Disability: if you have an undeclared disability and/or are in need of support, you sign-up for a drop-in appointment or a longer appointment by calling 02350668800 or emailing DLS@westminster.ac.uk. You can also sign-up for a disability advisor appointment, a Specific Learning Difficulty advisor appointment, or a Specialist Study Skills appointment. For those who suspect they have dyslexia and dyspraxia, there is a preliminary screening (not a diagnosis) that they can do online and they can discuss the results in person. The DLS also provide mental health mentors who help registered students manage the impact of their conditions on their studies. For more information visit: www.westminster.ac.uk/disability.

 

Counselling & Wellbeing ( counselling@westminster.ac.uk): if you need any support with mental health/counselling issues, the University has a free counselling service at the Cavendish Campus. For more information visit: westminster.ac.uk/counselling.

 

 

 

1 1

22

International Organization

1. Is the international system inherently conflictual? How can non-state actors use their power to constrain states?

2. What is sovereignty in the international system? How does the emergence of non-state actors like ngos, cities, business markets, and regional organizations challenge traditional ideas about sovereignty?

3. What is the difference between International Organizations and Non-Governmental International Organizations? Give specific examples.

4. What are the challenges of global governance in the 21st Century? Do international organizations have what it takes to confront these challenges?

5. What non-state actors are most interesting to you personally? Identify one or two types of groups that are interesting to you and form a robust argument for how they influence international politics.

Seton Hall Journal of Diplomacy and International Relations 15

Nongovernmental Organizations as the Fifth Estate

by Stuart E. Eizenstat

I. INTRODUCTION

Early in the nineteenth century, Macaulay famously dubbed the press the “fourth estate.”1 Since then, an expansive literature has explained the vital role played by the press in monitoring the actions of the executive, legislative, and judicial branches of government.2 In the classic exposition of its role, an independent press collects and disseminates information about a government to its citizenry, who are then able to make informed decisions. The press, in this view, serves as a necessary counterweight, a vital check, to the official organs of the state.

The press is not, however, alone in its role as watchdog. For centuries this task has also been undertaken by voluntary private organizations. Known today as nonprofits, nongovernmental organizations, or civil society groups, these organizations represent a different kind of actor in the political process. Like the press, private associations are seen as a credible source of information on a variety of issues—groups such as Amnesty International or Human Rights Watch, for example, publish well-respected annual reports detailing human rights abuses around the world. Unlike the press, however, which is expected to be studiously independent in its reporting, these groups are frequently unabashed supporters of a particular point of view. By seeking out others who share that view, and then uniting in common cause, these organizations function simultaneously as a watchdog and advocacy group.

NGOs today are vitally important in providing additional checks on the legislative and executive branches of government. In light of the increased prominence that such groups have come to enjoy in recent decades, and through their increased role in influencing public policy, I believe that it is appropriate to label these groups “the fifth estate.”3

Over the course of my career, I have seen the civil society groups at home and abroad that comprise the fifth estate come to enjoy an impressive amount of influence over government policy-making and to play an important role in building civil society.

Stuart E. Eizenstat was Chief Domestic Policy Adviser to President Jimmy Carter. In the Clinton Administration he was US Ambassador to the European Union, Under Secretary of Commerce, Under Secretary of State, and Deputy Secretary of the Treasury. He was President’s Clinton’s Special Representative on Holocaust-era Issues.

 

 

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But I have also seen some, at times, that work against the interests of their own constituencies and pursue narrow agendas at the expense of the greater good. The fifth estate has strengths and weaknesses. I have seen them at their best and their worst.

II. THE RISE OF THE NGO

Nongovernmental organizations (NGOs) have a rich history stretching back at least to the nineteenth century. During his travels through the United States in the 1830s, Alexis de Tocqueville observed that:

Americans of all ages, all conditions, and all dispositions constantly form associations. They have not only commercial and manufacturing companies, in which all take part, but associations of a thousand other kinds, religious, moral, serious, futile, general or restricted, enormous or diminutive. The American make associations to give entertainments, to found seminaries, to build inns, to construct churches, to diffuse books, to send missionaries to the antipodes; in this manner they found hospitals, prisons, and schools. If it is proposed to inculcate some truth or foster some feeling by the encouragement of a great example, they form a society.4

On the other side of the Atlantic, Charles Dickens poked fun at contemporary advocacy groups in his novel Bleak House. One of his characters, a Mrs. Jellyby, states that:

The African project at present employs my whole time. It involves me in correspondence with public bodies, and with private individuals anxious for the welfare of their species…I am happy to say it is advancing. We hope by this time next year to have from a hundred and fifty to two hundred healthy families cultivating coffee and educating the natives of Borrioboola-Gha on the left bank of the Niger.5

As these examples suggest, private networks with political, humanitarian, moral, or religious components were well-established by the mid-nineteenth century. Notable advocacy campaigns by private groups during this era include the campaign to bring about the end of slavery in the United States, the efforts of suffragettes to obtain the right to vote for women, and the campaign launched by a coalition of Western missionaries and Chinese reformers to eradicate footbinding in China.6

The success of each of these endeavors encouraged other private groups to take up causes and lobby for social change. The number of private organizations with international operations increased significantly between 1850 and 1914.7 In 1874, for example, there were 32 registered international NGOs; by 1914, this number had increased to 1083.8 This era also saw the founding of two major private international organizations that still exist today: the International Red Cross (in 1863) and the International Olympic Committee (in 1896).

As time wore on, NGOs were increasingly viewed as legitimate actors in their own right in the eyes of intergovernmental organizations. After the First World War, for example, NGOs won a victory when labor unions were made full participants

 

 

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and decision-makers in the new International Labor Organization (ILO).9 They expanded on this success after the Second World War when, in 1948, the United Nations Charter granted Consultative Status with the Economic and Social Council (ECOSOC) to certain NGOs.10

At the UN Conference on the Human Environment in Stockholm in 1972, the role of NGOs in international proceedings was further enhanced by the provision of “facilities for a concurrent environmental forum of NGOs.”11 This first NGO forum parallel to a UN official conference introduced a process that would become central to the formation and strengthening of advocacy groups around the world. Parallel NGO meetings have taken place at all major UN environmental events since Stockholm. More often than not, their presence at these and other events has had a significant impact on the course of negotiations. Two examples from my own personal experience bear this out.

NGOs were increasingly viewed as legitimate actors in their own right in the eyes of intergovernmental organizations.

When I led the U.S. delegation during the negotiations leading to the signing of the Kyoto Protocol on Global Warming in 1997, for example, the negotiators were very much aware of the presence of NGO observers in attendance. While these groups did not sit at the negotiating table, there is no question that through their lobbying efforts and their constant demands for steeper emissions cuts in carbon dioxide (CO

2 ), they were able to exert a substantial impact on the course of the

negotiations. As environmental advocates, they pressed for unrealistically large reductions in greenhouse gas emissions without consideration of the economic costs. They also helped stiffen the position of developing nations against taking any obligations to reduce even the rate of growth of their emissions, notwithstanding the fact that these same nations will be the biggest emitters of CO

2 by mid-twenty-first

century. This stance ultimately undermined support in the United States for eventually ratifying the Kyoto Protocol.

NGOs also exerted a profound influence in every mediation undertaken on behalf of the Clinton Administration of class action suits concerning the disposition of dormant accounts once held by Holocaust victims. Initial negotiations focused on looted assets which had been deposited in Swiss banks during World War II, and later negotiations were devoted to reparations for slave and forced labor, insurance, looted art, and other Nazi confiscated property.12 Although the official decision- makers in these negotiations were sovereign states—Germany, Austria, France, the United States and the private lawyers on both sides of the issues—all parties knew that no final agreement was possible without first obtaining the approval of key NGOs, such as the World Jewish Congress, The Conference on Jewish Material Claims Against Germany, and several German-Eastern European reconciliation commissions that had been established in Belarus, the Czech Republic, Poland, Russia, and Ukraine. These NGOs, in effect, were the ultimate arbiters as to

 

 

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whether an agreement between governments and the lawyers would be acceptable to those affected. Their blessing was essential for what were essential political and diplomatic negotiations. Even though they were not parties to the lawsuits, they had a formal role at the negotiating table.

Whereas NGOs can have a constructive influence on policymaking, they can also bring negotiations to a crashing halt. In Seattle in 1999, I vividly remember not being able to leave my hotel as a result of the violent anti-globalization demonstrations taking place outside, led by several NGOs. Those protests—made possible by those same networks that had sprung up to do so much good worldwide—had the tragic effect of slowing a process that held far greater promise for alleviating global poverty than any plan articulated by the protesters. Here, the effect was destructive rather than constructive, with far-flung consequences for the world economy. The successive WTO negotiations, called the Doha Development Round, hit a similar stumbling block at Cancun, Mexico in 2003, with the resistance of developing countries egged on by NGOs.13 It is only in 2004, five years after the collapse of the Seattle talks, that global trade negotiations have gotten back on track.

Whereas NGOs can have a constructive influence on policymaking, they can also bring negotiations to a crashing halt.

These examples illustrate the fact that NGOs, for good or for ill, are capable of exerting significant influence on the world stage. This increased influence is, by and large, a development of the past two decades, which have seen a dramatic increase in both the absolute number of NGOs and an increase in their membership numbers. Around a quarter of the 13,000 international NGOs in existence today, for example, were created after 1990.14 Overall, the number of international NGOs increased by 19.3 percent between 1990 and 2000.15 Between 1990 and 2000, worldwide membership in international NGOs grew by 72 percent.16 Total membership of ten major U.S. environmental organizations for which continuous data are available grew from 4,198,000 in 1976 to 5,816,000 in 1986 and 8,270,000 in 1990.17

Amnesty International, founded in 1961, had a membership of 97,000 in 1975; by 2000, it had a membership of over 1,000,000.18 The International Union for the Conservation of Nature (IUCN) brings together 735 NGOs, thirty-five affiliates, seventy-eight states, 112 government agencies, and some 10,000 scientists and experts from 181 countries.19 The Friends of the Earth Federation, founded in 1969, today combines about 5000 local groups and about one million members.20 Both absolutely and relatively, NGO numbers are clearly on the rise.

The nonprofit sector, moreover, is increasingly significant economically. A recent survey of twenty-two countries21 found the nonprofit sector constituted a $1.1 trillion industry that employed close to 19 million full-time employees.22

Americans alone give $240 million each year to private charities and an equivalent amount again in volunteer services.23 NGOs such as the Nature Conservancy control

 

 

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more than $3 billion in assets, giving them considerable influence and independence.24

Across the board, therefore, one can see an increase in the absolute number of NGOs, the membership numbers of NGOs, and the funds that they have at their disposal.25 These statistics provide empirical support for the intuition that NGOs exerting more influence today than they have been in the past.

What are the causes of this increased influence? The two most frequently cited explanations are technological advances and improved access to money. The use of internet, e-mail, and mobile phones has allowed groups to build advocacy networks and to coordinate global campaigns to an extent that would have been impossible even as late as the 1970s. Moreover, as privatization reforms have taken hold in many countries, governments at all levels have increasingly been willing to outsource the provision of services to nonprofits. Consequently, governments and international institutions have increasingly channeled development aid through NGOs26 even as private foundations have distributed more funds to international NGOs than in the past.27 Private donations, including individual, foundation, and corporate contributions, to international NGOs went from $4.7 billion to $10.7 billion between 1990 and 1999.28 These facts and figures do much to explain the increased prominence of the fifth estate in recent years—it is better connected and better funded than ever before.

III. CONTEMPORARY NGOS: STRENGTHS AND WEAKNESSES

NGO Strengths Having achieved this unprecedented influence, what then has the fifth estate

chosen to do with it? Some NGOs have devoted themselves to advocacy, to representing the perceived

needs of individuals and groups that they believe are ill-equipped to speak out on their own behalf. Examples of such groups include Amnesty International, Greenpeace, the World Wildlife Fund, and Human Rights Watch. These groups specialize in raising concerns or ideas in the forum most likely to be receptive to them. As one scholar has noted,

[T]ransnational value-based advocacy networks are particularly useful where one state is relatively immune to direct local pressure and linked activists elsewhere have better access to their own governments or to international organizations. Linking local activists with media and activists abroad can then create a characteristic ‘boomerang’ effect, which curves around local state indifference and repression to put foreign pressure on local policy elites.29

More often than not, advocacy NGOs bring to the table a voice that would not otherwise be heard in social, economic, or political processes.

Other NGOs have gone down the well-traveled road of service provision by setting up clinics and schools in parts of the world with poor access to health care and education.30 Well-known examples of this type include Red Cross and Red Crescent societies and Médécins Sans Frontières. The rise to prominence of these

 

 

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NGOs has been prompted, in the words of one scholar, by “growing doubts about the capacity of the state to cope on its own with the social welfare, developmental, and environmental problems that face nations today.”31 It is widely believed today that “citizen groups, unburdened by governmental bureaucracy and political considerations, move faster and more effectively [than government agencies].”32

Consequently, governments and foundations “increasingly are channeling funds for service provision, development projects, and humanitarian relief through NGOs.”33

I have personally witnessed the effectiveness of channeling funds through NGOs. As Under Secretary of State in the Clinton Administration, I was one of the leaders of the economic discussions of the Middle East peace process. Because of rampant corruption and poor management, the U.S. government provided economic aid to the Palestinians in the West Bank and Gaza not through the official government organization, the Palestinian Authority, but rather through NGOs on the ground. These organizations were more capable, trustworthy and transparent than was the “official” government. This pattern holds true throughout the developing world and in post-Soviet transition countries. There is no question but that NGOs are indispensable for providing assistance.

Moreover, my government experience made it clear that in-country, indigenous NGOs were essential to building democracies in former autonomic or devastated regions. Democracy cannot be constructed from the top down. A vibrant civic society is an indispensable requirement for democratic governance. Realizing the goals of promoting rule of law, encouraging transparency in government decision- making, and fighting corruption is far more difficult to achieve without the support of NGOs such as Human Rights Watch, Amnesty International, Freedom House, and Transparency International. In their own ways, each of these groups is essential to promoting many key goals of U.S. foreign policy. Transparency International, for example, has played a vital role in helping to implement the Anti-Bribery Convention of the Organization for Economic Coordination and Development (OECD).

I have also seen NGOs at work in my service on the Caspian Development Advisory Panel (CDAP). This Panel was established by British Petroleum (BP) to provide independent advice on its pipeline projects in Asia, focusing on the social, environmental and economic impacts of pipeline construction and operation. The Panel has taken strong positions on the need to assure high environmental standards in the erecting and construction of the pipeline, to preserve pristine sites and provide economic protection, to prevent oil spills, to assure that villagers in the right of way of the pipeline were fairly compensated, and to protect human rights. It has also pressed BP to guarantee that revenues generated by the pipeline flow to the governments of Turkey, Azerbaijan and Georgia. BP has taken these recommendations to heart, demonstrating the effectiveness that NGOs can have in changing the behavior of corporations.34

What unites all of these various groups is a shared commitment to engaging with civil society and developing important institutions from the ground up. The Palestinian Authority may be too corrupt to effectively handle aid flows today, but it

 

 

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is not impossible to imagine a future in which reforms pioneered by civil society organizations become accepted practice within future governmental institutions. Moreover, the scope of activities pursued by these various groups has expanded in recent years; the three fastest growing types of international NGOs in the past decade were those organizations devoted to providing social services (78.5 percent increase), those providing health care (50 percent increase), and those committed to law, policy, and advocacy (42.5 percent increase).35 There is no question that these groups have contributed much that is useful and good in the world, due in large part to their ability to form close linkages with local communities, to respond quickly to new circumstances, and to serve as intermediaries between individuals, national governments, and international organizations. The benefits provided by NGOs are manifest.

A vibrant civic society is an indispensable requirement for democratic governance.

NGO Weaknesses And yet these groups are not without their weaknesses. In recent years, civil

society groups have been criticized for urging other institutions (corporations, governments, and international organizations among them) to make themselves more accountable. Yet some of these same civil society groups have demonstrated a notable reluctance to evaluate how accountable they themselves are to the constituencies they purport to represent. While it is true that NGOs’ complex relationships to multiple stakeholders and the intangible nature of the goals they seek to achieve (e.g., fairness, justice, development) present clear challenges to any effort to hold them accountable to specific actors for specific results, this problem does not excuse NGOs from having to demonstrate that they are ultimately accountable for the funds they raise and the actions they take.36

Consider, for example, the responsibility of accounting for finances. In 2002, it was revealed that the American Red Cross had routinely exercised poor control over the finances of its various chapters. An exposé by the CBS Evening News reported that local Red Cross fundraisers had used official funds to pad their own bank accounts, to embezzle money to buy drugs, and to pay themselves exorbitant bonuses, among other abuses. CBS also obtained a copy of a report by the Red Cross’s own auditor stating that some chapters’ financial reports were simply inaccurate.37 In that same year, a scandal broke out involving the former chief executive for the Washington, D.C. chapter of the United Way. He was ultimately sentenced to over two years in federal prison for charging the organization for personal expenses such as trips to Las Vegas, paying himself for annual leave he had already used, and siphoning more than his share from the charity’s pension plan.38

These two examples illustrate the fact that some NGO funding tends to be shrouded in mystery. This is so partly because NGOs rarely make it easy to investigate their funding and the uses to which it is put.39 Transparency International

 

 

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lists its funders on its web site, but few other organizations do.40 NGOs around the world, moreover, are generally not required by governments to account for expenditures or to publish lists of their funders. This frequently makes it difficult for outsiders (or even insiders) to hold NGOs accountable for their finances and accounting practices. More seriously, a lack of oversight can permit NGOs to channel funds to those engaged in illegal activities. Since 2001, the United States has frozen more than $136 million in assets allegedly linked to al Qaeda or other terrorist groups and has effectively shut down the operations of the largest U.S.- based Islamic charities.41 Government oversight is needed, at the very least, to ensure that charities are not used as vehicles for financing illegal or terrorist activity.

When I was Deputy Secretary of the Treasury during the Clinton Administration, we sent two government missions to Saudi Arabia and the Gulf states asking them to shut down certain charities we believed were being used as conduits for al Qaeda and to more closely supervise donations being channeled to a variety of “charitable groups.” They refused. Since September 11th, however, there has been some progress on this front. Charitable groups in the United States with formal charity status, like the Holy Land Foundation, have been closed down by the U.S. government. The European Union has joined the United States in putting the civilian counterparts of Hamas and other Palestinian terrorist groups on its terrorist list. And the Soviet government plans to create a commission to regulate its charities.

By trying to be too accountable—to too many stakeholders about too many issues in ways the stakeholders have yet to define or agree upon—the network creates an accountability tug-of-war that reduces the NGO’s ability to be accountable to anyone.

Another question that is often brought up in the context of NGO accountability is that of precisely to whom these groups are accountable. NGOs are often said to be accountable to at least five different stakeholders: donors, clients, staff, partners, and the mission of the NGO itself.42

· Donors. All NGOs—be they engaged primarily in advocacy or service provision—must ultimately report back to their donors on their results. Those donors could be individuals, private foundations, corporations, government agencies, or international organizations. Donors expect that an NGO will properly handle donated resources and that the programs funded will be run with integrity and efficiency. They also expect that the programs will have an impact on the targeted community. If a donor decides that an NGO has failed to live up to its promises, then it can refuse to provide money for future projects.

· Clients. Civil society groups must also be aware of the impact of their actions upon the intended beneficiaries of those actions, often referred to

 

 

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as the NGO’s clients. These beneficiaries could be people who rely upon a local health clinic for vaccinations or people on whose behalf an advocacy group files a lawsuit in a local court. Clients expect that NGOs will be responsive, professional, and will do their best to provide quality service. If a client decides that an NGO is no longer providing useful services, it can decide not to patronize the NGO.

· Staff. No NGO can function without a staff that believes in its work and seeks to realize the organization’s mission. Staff members expect the organization to continue to support the mission that drew them to the organization. If staff members feel disconnected from the organization, they can leave to find work elsewhere.

· Partners. Networks of advocacy groups can be far more effective than any one group operating in isolation. Consequently, NGOs often enter into partnership arrangements with one another to improve the changes of realizing their goals. Partners expect the NGO to live up to its commitments for action made in the course of developing and executing a joint project. If partners feel as though an NGO is not being responsive to their needs, they can terminate the partnership.

· The Mission. NGOs engaged in advocacy often root their legitimacy in their mission, rather than in their stakeholders. This means that they see themselves as more accountable to their mission than to other actors. When they deviate from this mission, they are frequently attacked as having strayed or “sold out.” In 2003, the Nature Conservancy (TNC) came under scrutiny for straying too far from its core mission. Having amassed $3 billion in assets to support its mission of preserving natural habitats, the Conservancy had logged forests, engineered a $64 million real estate deal on fragile grasslands and drilled for natural gas under the last breeding ground of an endangered bird species. These deals, among others, prompted critics to argue that TNC had gotten too close to big business and lost its way.43

One could argue that NGOs should be held accountable to each of these stakeholders. Therein, however, lies a classic accountability dilemma. By trying to be too accountable—to too many stakeholders about too many issues in ways the stakeholders have yet to define or agree upon—the network creates an accountability tug-of-war that reduces the NGO’s ability to be accountable to anyone.44 Unless these conflicts are acknowledged and resolved at the outset, any organization runs the risk of becoming paralyzed by its accountability relationships.

One possible solution to this problem would be to follow the path blazed by corporate law and single out one single group—the shareholders, in the case of the corporation—to whom the NGO is solely accountable. The problem with this option, of course, is choosing which stakeholder group should be singled out. Alternately, NGOs could first prioritize the various stakeholders and then clarify what kind of accountability relationship it will have with each stakeholder. This is

 

 

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not as clear-cut as singling out one group, but it may be the best option given the multiple conflicting obligations faced by NGOs.

Different types of NGOs often face accountability dilemmas unique to their particular type. Advocacy groups, for example, often root their claim to legitimacy in their commitment to their mission above all else. There exists, therefore, the potential that the interests of other stakeholders will be sacrificed if they come into conflict with the broader cause. Service providers often find themselves privileging their donors (in order to continue their mission) and their beneficiaries (because fulfilling client needs are the mission of the NGO) over other stakeholders.

Making this dilemma more acute is the notoriously difficult task of measuring the “success” of a project. For any NGO seeking to bring about sustained, long-term change, the impact of any particular undertaking may not become apparent for some time.

Making this dilemma more acute is the notoriously difficult task of measuring the “success” of a project. For any NGO seeking to bring about sustained, long- term change, the impact of any particular undertaking may not become apparent for some time. However, both the NGO (which wants more money) and the donor (which wants success stories to validate the distribution of money already spent) have incentives to gloss over any short-term hiccups in the project and to focus on the likelihood of its long-term successes. To speak of “accountability” in such a context is misleading because there is often no way to tell how effectively or efficiently a donor’s money is being spent until much later. A similar problem arises in the context of NGOs engaged in service provision. While in theory the client can express his dissatisfaction with the NGO by going elsewhere, in parts of the world where there is no alternative means of obtaining a given service this is simply not an option. Thus, clients may be profoundly dissatisfied with an NGO’s performance yet unable to signal their dissatisfaction for lack of any other options. This inability to sanction the NGO for improper behavior makes it less likely that it will go to any great lengths to ensure that it is accountable to the group in question.

Despite these well-founded concerns about NGO accountability, there are ways of solving these problems. An NGO can explain to its donors, its staff, its partners, and its clients at the outset what its priorities are and identify how it will measure the success of its projects. Donors concerned about the use of funds can condition their grants on commitments made by recipient groups to be audited annually, to be more transparent in their decision-making processes, or to not take controversial positions on certain issues. Several years ago, for example, the Ford Foundation discovered (to its dismay) that it had provided funds to several groups that had taken vehemently anti-Semitic positions at the World Conference Against Racism in Durban, South Africa. Subsequently, all groups receiving money from the Ford

 

 

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Foundation had to sign a letter promising to take no positions advocating bigotry, intolerance, or the destruction of any state. Through these and other means, NGOs can be made more accountable than they are today. In addition, NGOs should publish a list of their donors in an annual report. Foundation World, another NGO, has come under increased scrutiny by the U.S. Senate Finance Committee, which held hearings in 2004 on tax abuses, particularly by small foundations.

IV. CONCLUSION

The fifth estate unquestionably has its weaknesses. It is unelected, often unaccountable, and has been criticized (not always unfairly) as a self-appointed spokesperson for groups that may or may not endorse the actions taken on their behalf. Advocacy NGOs are often uninterested in compromise and intent on pursuing narrow agendas to the exclusion of all others. Civil servants, corporate officers, and members of international organizations such as the World Bank have complained that it is almost impossible to satisfy the demands of the fifth estate. Concessions to their demands are, all too often, met not with praise but with demands for further concessions.45

With all of this in mind, however, there is no question that the rise of the fifth estate has been a positive development in world affairs. NGOs around the world help to build the institutions necessary for functioning democracies. They put pressure on corporations, governments, and intergovernmental organizations to adhere to higher standards. They collect and distribute valuable information and ensure that key decision-makers are able to reach informed conclusions. They provide necessary services when governments either cannot or do not provide those services to their citizens. They attract passionate, committed people devoted to making the world a better place. In a world of uncertainty and suspicion, their faith in the power of association to develop the potential inherent in every society is truly remarkable.

I have seen this dichotomy between NGO strengths and weaknesses firsthand as a policymaker in several Administrations. I found NGOs to be useful sources of data and informative, but I also learned several important lessons that must be kept in mind when dealing with them. These are:

· Their information and analysis is invaluable, but invariably slanted to support their position. It must be reviewed and taken into account, but never blindly accepted.

· NGOs often have a disproportionate impact on the federal agencies they lobby and whose issues they deal with—environmental NGOs, for instance, with the U.S. Environmental Protection Agency. Agency decision making is frequently responsive to their NGO constituents.

· NGOs need issues to govern their membership base and make them reliant. If they are perceived as too close to an Administration, however friendly, they risk losing the support of their members. For this reason, they are often reluctant to concede any ground on any issue.

 

 

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Although the fifth estate is an increasingly powerful actor in policy debates around the world, at the end of the day the burden remains with governments to balance out various competing interests and stake out a position that is in the best interests of society as a whole. Going forward, one must endeavor to understand (and correct) the weaknesses of the fifth estate while recognizing its many benefits and seek to take advantage of its strengths.

Notes 1 Thomas Macaulay, On Hallam’s Constitutional History (1828) (“The gallery in which the reporters sit has become the fourth estate of the realm.”). This quote is often attributed to Edmund Burke, because Carlyle wrote in 1841: “Burke said that there were three great estates in Parliament; but in the reporters’ gallery yonder, there sat a fourth estate more important far than all of them.” Thomas Carlyle, Heroes and Hero Worship (1841). This phrase has not, however, actually been found in any of Burke’s writings and Carlyle may have been confused about the attribution of the quotation. 2 For two contemporary evocations of this idea, see Jed Handelsman Shugerman, A Six-Three Rule: Reviving Consensus and Deference on the Supreme Court, 37 Ga. L. Rev. 893, 965 (2003) (arguing that the “fourth estate” is an effective watchdog over national politics because of its concern for civil rights); Christopher S. Yoo, The Rise and Demise of the Technology-Specific Approach to the First Amendment, 91 Geo. L.J. 245, 333-34 (2003) (arguing that the fourth estate’s independence from the government is critical to its performance of a check on governmental abuse). 3 Other scholars have used the term the “fifth estate” to refer to television and other forms of electronic mass media. See, e.g., T. Barton Carter et al., The First Amendment and the Fifth Estate (2003). This usage notwithstanding, this essay views television as another manifestation of the press, putting it comfortably within traditional definitions of the fourth estate. 4 Alexis de Tocqueville, Democracy in America, bk. II, ch. V. 5 Charles Dickens, Bleak House, 38 (Norton ed., 1977) (1853). 6 See Margaret E. Keck & Kathryn Sikkink, Activists Beyond Borders: Advocacy Networks in International Politics, 39 (1998). 7 Karsten Ronit & Volker Schneider, “Private Organizations and Their Contribution to Problem-Solving in the Global Arena,” Private Organizations in Global Politics (Karsten Ronit & Volker Schneider eds., 2000). 8 Helmut Anheier, Marlies Glasius, & Mary Kaldar, “Introducing Global Civil Society,” Global Civil Society, 4 (2001). 9 See Milestones in the History of NGOs, available at: http://www.fimcivilsociety.org/english/ MilestonesInTheHistoryOfNGOs.htm. 10 U.N. Charter, art. 71 (“The Economic and Social Council may make suitable arrangements for consultation with non-governmental organizations which are concerned with matters within its competence. Such arrangements may be made with international organizations and, where appropriate, with national organizations after consultation with the Member of the United Nations concerned.”). Today, there are 2418 NGOs in consultative status with ECOSOC, and some 400 NGOs accredited to the Commission on Sustainable Development (CSD). See NGO Related Frequently Asked Questions, available at: http://www.un.org/esa/coordination/ngo/faq.htm. 11 Margaret E. Keck & Kathryn Sikkink, Activists Beyond Borders: Advocacy Networks in International Politics, 123 (1998). 12 See generally John Authers & Richard Wolffe, The Victim’s Fortune: Inside the Epic Battle over the Debts of the Holocaust (2002) (describing the process surrounding efforts to reclaim Holocaust era assets). 13 Jeremy Smith, “WTO Mood at Cancun Worsened by NGOs,” Alertnet, Sept. 12, 2003, available at: http://www.globalpolicy.org/ngos/int/wto/2003/0919cancun.htm. 14 Helmut Anheier, Marlies Glasius & Mary Kaldar, “Introducing Global Civil Society,” in Global Civil Society, 4 (2001). 15 Helmut Anheier, Marlies Glasius & Mary Kaldar, “Introducing Global Civil Society,” in Global Civil Society, 300 (2001). 16 Helmut Anheier, Marlies Glasius & Mary Kaldar, “Introducing Global Civil Society,” in Global Civil

 

 

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Society, 290 (2001). 17 Margaret E. Keck & Kathryn Sikkink, Activists Beyond Borders: Advocacy Networks in International Politics, 128 (1998). 18 Volker Schneider, “The Global Social Capital of Human Rights Movements,” in Private Organizations in Global Politics, 154 (Karsten Ronit & Volker Schneider eds., 2000). 19 See Helmut Anheier, Marlies Glasius, & Mary Kaldar, “Introducing Global Civil Society,” in Global Civil Society, 11 (2003). 20 See Helmut Anheier, Marlies Glasius, & Mary Kaldar, “Introducing Global Civil Society,” in Global Civil Society, 11 (2003). 21 The surveyed countries included the Netherlands, Belgium, Ireland, Israel, the United States, Australia, the United Kingdom, Germany, France, Spain, Austria, Argentina, Japan, Finland, Peru, Colombia, Brazil, the Czech Republic, Hungary, Slovakia, Romania, and Mexico. 22 Lester M. Salamon, S. Wojciech Sokolowski & Helmut K. Anheier, “Social Origins of Civil Society: An Overview,” 3 (Working Papers of the Johns Hopkins Comparative Nonprofit Sector Project, 2000). 23 George Melloan, “As NGOs Multiply, They Expand a New ‘Private Sector,’” Wall Street Journal, June 22, 2004, at A19. 24 David B. Ottaway & Joe Stephens, “Nonprofit Land Bank Amasses Billions,” Washington Post, May 4, 2003, at A1. 25 The major sources of nonprofit income in these twenty-two countries studied were fees (49 percent) and public support (40 percent). Private philanthropy constituted only 11 percent of total nonprofit income. Lester M. Salamon, S. Wojciech Sokolowski & Helmut K. Anheier, Social “Origins of Civil Society: An Overview,” 4 (Working Papers of the Johns Hopkins Comparative Nonprofit Sector Project, 2000). 26 See generally Organization for Economic Cooperation and Development, Geographic Distribution of Financial Aid to Developing Countries (1997). This trend likely explains why NGOs oriented towards the provision of services grew so rapidly in the 1990s. 27 Helmut Anheier, Marlies Glasius, & Mary Kaldar, “Introducing Global Civil Society,” in Global Civil Society, 12 (2003). 28 Helmut Anheier, Marlies Glasius, & Mary Kaldar, “Introducing Global Civil Society,” in Global Civil Society, 12 (2003). 29 Margaret E. Keck & Kathryn Sikkink, Activists Beyond Borders: Advocacy Networks in International Politics, 200 (1998). 30 Ann M. Florini, “Lessons Learned,” in The Third Force: The Rise of Transnational Civil Society, 213 (Ann M. Florini ed., 2000). For the most part, NGOs engaged in service provision are not the same groups as those involved in the advocacy coalitions or form only one element of a coalition. 31 Lester M. Salamon, S. Wojciech Sokolowski & Helmut K. Anheier, Social Origins of Civil Society: An Overview 1 (Working Papers of the Johns Hopkins Comparative Nonprofit Sector Project, 2000). 32 George Melloan, “As NGOs Multiply, They Expand a New ‘Private Sector,’” Wall Street Journal, June 22, 2004, at A19. 33 Ann M. Florini, “Lessons Learned,” in The Third Force: The Rise of Transnational Civil Society, 213 (Ann M. Florini ed., 2000). 34 At the same time, many of the same NGOs went further and pressed the World Bank to deny lending to any extractive industries existing in developing countries. The World Bank rightly rejected the demands on the grounds they would harm the very people in poor countries dependent on oil, gas and mineral revenues they profess to protect. 35 Helmut Anheier, Marlies Glasius & Mary Kaldar, Introducing Global Civil Society, in Global Civil Society, 300 (2001). 36 See Cristina Balboa, Comparing and Contrasting the Existing Literature on NGO Accountability, 1 (May 21, 2004) (unpublished manuscript, on file with author). 37 Sherryl Attkisson, “Disaster Strikes in Red Cross Backyard,” CBS Evening News, July 29, 2002, available at: http://www.cbsnews.com/stories/2002/07/29/eveningnews/main516700.shtml. 38 Jerry Markon, “Ex-Chief of Local United Way Sentenced,” Washington Post, May 15, 2004, at A1. 39 Ann M. Florini, “Lessons Learned,” in The Third Force: The Rise of Transnational Civil Society, 229 (Ann M. Florini ed., 2000). 40 Ann M. Florini, “Lessons Learned,” in The Third Force: The Rise of Transnational Civil Society, 229

 

 

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(Ann M. Florini ed., 2000). 41 Dan Eggan & John Mintz, “Muslim Groups’ IRS Files Sought: Hill Probing Alleged Terror Ties,” Washington Post, Jan 14, 2004, at A1. 42 See generally Cristina Balboa, Comparing and Contrasting the Existing Literature on NGO Accountability (May 21, 2004) (unpublished manuscript, on file with author). 43 David B. Ottaway & Joe Stephens, “Nonprofit Land Bank Amasses Billions,” Washington Post, May 4, 2003, at A1. 44 J. Koppel, Pathologies of Accountability: ICANN and the Challenge of ‘Multiple Accountabilities Disorder,’ (unpublished manuscript). 45 I myself discovered this when meeting with NGOs concerning the adoption of the Endangered Species Act during my four year stint (1977-1981) as President Jimmy Carter’s Chief Domestic Policy Adviser in the White House. I remember how frustrating it was to work with NGOs interested in adding species to the Endangered Species Act for a truly environmental president, Jimmy Carter. For his efforts, he was blasted by various environmental NGOs for leaving species off the protected list and given very little credit for the many species that had been added to it.