"Illinois State University - DOC"
Illinois State University Department of Politics and Government POL 470/ SOA 470 Community Development Fall 2009 Thursday, 6:30-9:20 pm; SCH 211 Professor Ali Riaz 401 Schroeder Hall Tel: 438-8638 E-mail: email@example.com Webpage: www.ilstu.edu/~ariaz/ Office Hours: by appointment Course Objectives This course is designed for graduate students to introduce them with broader understanding of the community development and various forms of community capital. The course deals with theoretical and applied literature in the field with an emphasis on the latter. The theoretical literature is intended to help students address conceptual issues and to provide tools to critically examine various community development organizations, and projects – national and international. Case studies of community-based projects, drawn from the United States and other parts of the World, will provide the students with a variety of perspectives. The course will also provide opportunities for applying individual experiences. Specifically, the course is designed: To introduce members of the seminar to the institutions, organizations, and actors involved in various arenas of community development; To introduce seminar participants to various forms of community capital; To examine the strategies and tactics used to enhance the community capital. These objectives will be attained through a combination of readings, small group discussions, presentations from the instructor and the participants, and completion of student projects. Course Texts Gray Paul Green and Anna Haines, 2008 (2nd edition) Asset Building & Community Development. (Thousand Oaks, CA: Sage Publications). Rhonda Phillips and Robert Pitman (eds). 2009, An Introduction to Community Development, (London: Routledge). James DeFilipps and Susan Saegert (eds). 2008, The Community Development Reader, (London: Routledge). 2 Other reading materials will be available at my webpage, and as a course package at PIP printing. Topics and Readings Aug 20 Introduction, Outline of the course, Sign up for leading discussion and “intervention” Background, Understanding Development and Development Paradigms Alvin So, Social Change and Development, Modernization, Dependency and World System Theories, London. Newbury Park: Sage, 1990 Andrew Webster, Introduction to the Sociology of Development, Chapter 3 and Chapter 4.London: London: MacMillan Education, 1990 Magnus Blomstrom and Bjorn Hettne, Development Theory in Transition, The Dependency and Beyond: Third World Responses. Chapter 1-4, Zed Books, 1988 Howard Wiarda, Political Development in Emerging Nations: Is there still a third World, Chapter 2, CA: Thomson/Wadsworth Eugene Versluysen, 1999. Defying the Odds: Banking for the Poor, West Hartford, Ct.: Kumarian Press. 1999, Chapter 1 Aug 27 Sept 3, Sept 10 Defining Community Development, Its History, particularly in the United States 3 David Stoesz, Charles Guzzetta, Mark Lusk, International Development. Chapter 7, Boston: Allyn & Bacon. 1998 Rhonda Phillips and Robert Pitman, “A Framework for Community and Economic Development” in An Introduction to Community Development, Rhonda Phillips and Robert Pitman (eds). London: Routledge, 2009 Gray Paul Green and Anna Haines, Asset Building & Community Development. Thousand Oaks, CA: Sage Publications. 2002, Chapter 2 Alice O‟Connor, “Swimming Against the Tide” in The Community Development Reader, James DeFilipps and Susan Saegert (eds), London: Routledge. 2008 Sept 17 Jeffret C Issac, “Faith-Based Initiatives: A Civil Society Approach,” The Good Society, Vol 1, No. 1, 2003 T. David Reese and Christina A. Clamp FaithBased Community Economic Development: Principles & Practices; http://www.bos.frb.org/commdev/faith/ Michael Foley, John D McCarty and Mark Chaves, “Social Capital, Religious Institutions, and poor Communities in in The Community Development Reader, James DeFilipps and Susan Saegert (eds), London: Routledge. 2008 Sept 24 No Class, attend Hibb Roberts Lecture 4 Oct 1 Community Development Processes and Organizations, Community Development capacity; CDCs and LDCs; Green and Haines, 2002, Chapter 3-4; Norman J Glickman and Lisa J Servon, “More than Bricks and Sticks” in James DeFilipps and Susan Saegert (eds), London: Routledge. 2008 Monieca West, Establishing community-based organizations” in An Introduction to Community Development, Rhonda Phillips and Robert Pitman (eds). London: Routledge, 2009 Nancy Nye and Norman Glickman, 2000, „Working Together: Building Capacity for Community Development‟ Housing Policy Debate, Vol. 11, No. 1, http://www.knowledgeplex.org/kp/text_document _summary/scholarly_article/relfiles/hpd_1101_n ye.pdf Oct 8 and Oct 15 CDCs and their relationships to financial intermediaries, with special reference to three case studies carried out of rental housing development projects by CDCs in Washington, DC; Boston; and Miami in concert with the financial intermediary Local Initiatives Support Corporation (LISC). Alexander Von Hoffman, 2001, „Fuel Lines for the Urban Revival Engine: Neighborhoods, Community Development Corporations, and Financial Intermediaries‟, http://www.knowledgeplex.org/kp/practice_repo rt/practice_report/relfiles/fuel_lines_urban_revi val.html 5 Christopher Walker, 2002. Community Development Corporations and their Support System.” Washington D.C.: Urban Institute. Howard Husock, “Don‟t Let CDCs Fool You”, City Journal, Summer 2001: http://www.cityjournal.org/html/11_3_dont_let_cdcs.html H. Gibbs Knotts, “Sticks, bricks, and social capital: the challenge of community development corporations in the American Deep South”, Community Development Journal, Vol 41 No 1 January 2006 pp. 37–49 First Research paper Is due on 8 October Oct 22 and Oct 29 Social Capital: Concept and Measurement Francis Fukuyama, Social Capital and Civil Society http://www.imf.org/external/pubs/ft/seminar/199 9/reforms/fukuyama.htm Green and Haines, 2002, Chapter 6; Christiaan Grootaert and Thierry van Bastelaer, 2002, Understanding and Measuring Social Capital, The World Bank, http://siteresources.worldbank.org/INTRANETS OCIALDEVELOPMENT/8820421111750197177/20502279/SCI-WPS-24.pdf Michael Woolcock, 2001, The Place of Social Capital in Understanding Social and Economic Outcomes http://www.oecd.org/dataoecd/5/13/1824913.pdf 6 Additional/Optional Reading: Anirudh Krishna, 2002, “How Might Social Capital Matter?” [Chapter 2] in Active Social Capital, NY: Columbia University Press. Social Capital and Development Christiaan Grootaert "Social Capital: The Missing Link?" (World Bank). SCI Working Paper No. 3, April 1998 http://siteresources.worldbank.org/INTSOCIAL CAPITAL/Resources/Social-Capital-InitiativeWorking-Paper-Series/SCI-WPS-03.pdf Thierry van Bastelaer, "Does Social Capital Facilitate the Poor‟s Access to Credit? A Review of the Microeconomic Literature", (IRIS and World Bank). SCI Working Paper No. 8, May 1999. http://siteresources.worldbank.org/INTSOCIAL CAPITAL/Resources/Social-Capital-InitiativeWorking-Paper-Series/SCI-WPS-08.pdf Nov 5, Nov 12 Housing, Public Housing Debate and HOPE VI Green and Haines, 2002, Chapter 7; Paul R Lusignan, Public Housing in the United States, 1933-1949 CRM, no-1, 2002, pp. 36-37: http://crm.cr.nps.gov/archive/25-01/25-0116.pdf 7 Base line study on the early results on the HOPE VI, Jerry J. Salama , The Redevelopment of Distressed Public Housing: Early Results from HOPE VI Projects in Atlanta, Chicago, and San Antonio, Housing Policy Debate, Vol. 10, No. 1, 1999, http://www.fanniemaefoundation.org/programs/ hpd/pdf/hpd_1001_salama.pdf Susan J. Popkin, Larry F. Buron, Diane K. Levy, and Mary K. Cunningham, „The Gautreaux Legacy: What Might Mixed Income and Dispersal Strategies Mean for the Poorest Public Housing Tenants?” Housing Policy Debate, Vol. 11, No 4, 2000 http://www.fanniemaefoundation.org/programs/ hpd/pdf/hpd_1104_popkin.pdf Mark L Joseph, Is Mixed Income Development An Antidote to Urban Poverty? Housing Policy Debate, Vol. 17, No 2, 2006, pp. http://www.fanniemaefoundation.org/programs/ hpd/pdf/hpd_1702_joseph.pdf Rachel Garshick Kleit and Lynne C. Manzo, To Move or Not to Move: Relationships to Place and Relocation Choices in HOPE VI, Housing Policy Debate, Vol. 17, No 2, 2006, http://www.fanniemaefoundation.org/programs/ hpd/pdf/hpd_1702_kleit.pdf Additional/Optional Reading: An overall critical Examination of the HOPE VI (as a background reader): 8 False HOPE, National Housing Law Project, 2002 http://www.nhlp.org/html/pubhsg/FalseHOPE.p df For a summary of Housing Policies and Programs, Richard K Green and Stephan Malpezzi, “A Brief Review of Housing Policies and Programs”, in Green and Malpezzi, A Primer on U.S. Housing Markets and Housing Policy, Chapter 3, pp. 133, Washington D.C.: Urban Institute, 2003. Nov 19 Financial Capital Green and Haines, 2002, Chapter 8; Versluysen, 1999, Chapter 3 The pioneer: Grameen Bank (http://www.grameen-info.org/index.html) David Stosez et al. (1999), „The Grameen Development Bank‟ (Chapter 12) Versluysen, 1999, Chapter 5 Financial Capital and Social Impact Dilruba Banu et al. (2001) Empowering Women in Rural Bangladesh: Impact of BRAC‟s Program http://www.bridgew.edu/soas/jiws/June01/Dilru ba.pdf Greg Andranovich, Ali Modarres and Gerry Riposa, “Community banking and economic development: Lessons from Los Angeles” Community Development Journal Vol 42 No 2 April 2007 pp. 194–205 9 Consumer Credit in the United States and its impacts Discussions on Payday lending, overdraft loans and similar products, commonly referred to as predatory lending, offered by various financial institutions, and the available alternatives http://www.responsiblelending.org/index.html Final paper outline is due on or before 19 November (earlier submission is encouraged) November 26 Dec 3 Dec 7 Thanksgiving break: no class Final paper presentation Final paper due at my office by 4 pm CST. Assignments and Evaluation 1. Brief critical paper 2. Leading Discussion of Reading 3. Class Participation 4. Final paper outline with a bibliography 5. Final paper presentation 6. Final Paper 15 15 10 15 5 40 Brief research paper: The paper should be no less than 1500 words and no more than 2000 words. The principal objective of the paper is to critically examine an issue discussed in the class until 1 October. The final paper outline should be about 1500 words, with a list of sources. The final paper: it is expected that you will write an "expert" paper on a topic relevant to the course as your final paper. 10 A key element of this seminar, like any other seminars, is the discussions. Therefore leading the discussions will be an important part of the activities of the course. (See below for guidelines) Under the general heading of “class participation”, you are asked to undertake a variety of activities supportive of a “good seminar”. (See below for guidelines) Final Presentation: The presentation is expected to be organized, professional, and formal. Guidelines for in-class presentations: Everyone in the class will have to make a formal presentation during the semester. The presenter‟s responsibilities are to (1) introduce the material for the day, (2) connect the day‟s readings to material we have read previously, and (3) act as a discussion leader and “resource person” for the rest of the session. This can take many forms, but in general, you should plan to speak for twenty to twenty-five minutes at the start of class, giving a basic introduction to the day‟s assigned material. This can mean, among other things: · outlining the author‟s argument; · identifying the author‟s underlying assumptions or unstated agenda; · providing background information for understanding the reading; · pointing out connections between different texts or different ideas, or between the primary sources and the textbook reading; · showing how the day‟s readings represent a continuation of or a departure from themes and positions we‟ve seen before; · drawing the class‟s attention to significant, confusing, difficult, or problematic areas for discussion. You should be as comfortable with the day‟s readings as possible. This may involve some library research, but it doesn‟t have to. You don‟t have to have a perfect understanding of the texts for the day; but if there‟s something you don‟t understand, be honest about it. Come to class prepared to talk about what you found interesting or confusing, give us the benefit of your ideas, and ask your classmates what they thought. You will also lead the day‟s discussion. Determine what you think are the most central questions that the class needs to talk about. Bring a list of questions and of the most important themes and quotations from the reading. (Since everyone in the class is responsible for bringing ideas and questions to class, you won‟t be completely on your own.) A handout will be very 11 helpful. Your grade for this assignment will be based on your engagement with and insight into the readings, as reflected by your introduction and the questions you raise for discussion. Interventions: The lead presentation may be followed up with two “structured interventions.” The sign up list will tell us who these “interventionists” are. If you‟re the “interventionist,” please do not repeat what is already said, but highlight one or more aspects – point out the missing aspects of the presentation. Pointing to missing aspects does not mean a criticism of the presenter but demonstrate the difference in “priorities” and the “vantage point.” These interventions may not come immediately after the presentation; but will be utilized to steer the discussion. Discussion preparation notes: Please bring informal written notes to each class. These notes can take whatever form you like: a summary of the whole reading or parts of it, lists of passages or page numbers you found most important, or an outline. Bring a minimum of three questions you think the class should address in discussion. (Note that these should be questions addressed specifically to your classmates, not to me! And don‟t ask “what do you think?”). The questions should be briefly prefaced with the significance of the question and its relevance to the topic. Bring two copies of the questions – one for yourself and another for me; submit my copy at the beginning of the class. They should be in legible form (preferably typed). Guidelines for class participations: The class participation, in this course, means your active engagements in the discussions and debates. Your discussion preparation notes and the three questions (and more) you would bring with you can serve as the point of departure. Also listen to what others are saying and whether you agree with them. You may agree with your peers, but for different reasons: therefore, do not hesitate to make it known. In case of disagreement (which would be very usual), lay out your points of differences, tell us your arguments and whenever possible, use examples, anecdotes and quotes from texts and other readings. 12 Grade will be determined by the following scores: A B C D F 90 – 100 points 80 - 89 points 70 – 79 points 60 – 69 points 59 & Below Plagiarism: Plagiarism is a serious violation of academic ethics. For this course, plagiarism means appropriation of someone‟s work, research, ideas, and writing. You cannot take someone‟s work and represent it as your own. Anyone found to be involved in plagiarism would receive an immediate “F” for the course. Communication: Although there is no alternative to interpersonal communication, at times electronic communication is more convenient. Students are encouraged to see me should they need to discuss any thing, however sending an e-mail may help saving time. For basic information check the website first. Some of your questions may have been answered there already. Handouts Handouts (i.e., materials not included in the text books) for the course will be posted in the instructor‟s web page and students will have to print their own copies. Paper copies of the handouts will not be available. Withdrawal: Students may withdraw from the class with WX up to the University established deadline. Afterward, students wishing to withdraw will receive WF or WP in accordance with their standing in class. Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns, 350 Fell Hall, 438-5853 (voice), 438-8620 (TDD). 13