Dynamics of Social Change Spring 2012 January 19 to May 11, 2012

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Dynamics of Social Change
Spring 2012
January 19 to May 11, 2012
“Profound and powerful forces are shaking and remaking our world, and the urgent question of our time is whether we can make change our friend and not our enemy.”
President Bill Clinton, First Inaugural Address, January 20th, 1993.

Course Information.

CSPS 7313

Dynamics of Social Change

Thursday OR Friday


River Market Classroom

Instructor Information

Dr. Warigia Bowman

Assistant Professor for Public Policy

Tel: 501-683-5227

Email: wbowman@clintonschool.uasys.edu
Mission and Vision of the Clinton School
The Clinton School’s vision is of a world of leaders who work with others to build healthy, engaged, and vibrant communities.
The mission of the Clinton School is to educate and prepare individuals for public service that incorporates a strategic vision, an authentic voice, and a commitment to the common good.
Overview of Course
This course is going to be incredibly fun. We are going to learn a lot from the readings and each other. We are going to develop skills that will make us better policy analysts, better citizens, better leaders, and better public servants.
Course Description.
The Clinton School is committed to ensuring that its graduates can and will play a significant role in achieving society’s best interests. In an interdependent world, influenced by cosmopolitan loyalties, concerns about what interests are deemed to have high priority for public policy choice, tend to overlap across local, national and global contexts.
This course uses a case based approach to give students an overview of some major social changes that I personally have been influenced by or witnessed. Events that can be characterized as social change have been occurring since hominids first learned to speak, and then invented tools and the wheel. That being said, I have chosen to focus on changes that occurred in the past 50 years, so slightly longer than my tenure on earth.
This is an introductory course. It is designed to combine both theory and practice in its approach to looking at issues of social change. It will survey moments of change in the developing world and in the USA. It can only begin to introduce students to the exciting complexity surrounding social change, nationally and internationally. Your initiatives and your ideas are what will carry the day.

Course objectives.
The principal objective of this course is the enhancement of strategic thinking in global contexts. This course offers students the opportunities:

  1. to contextualize change efforts in global and international settings

  2. to enhance analytical skills that aid problem identification and problem-solving ; and

  3. to promote systematic reflection regarding the national, social, economic and political contexts present in the countries visited during their international studies practicum, including the United States.

The course will therefore examine a series of national and global challenges on an in-depth basis and encourage students to explore the multiple perspectives of the meaning of those events.

Learning outcomes
At the end of this course students will

  • Possess a useful vocabulary of key concepts &ideas in the fields of social and economic change

  • Have a framework they can use to analyze moments of social change spanning climate change, to organic foods, to the legalization of single sex unions

  • Be enabled to apply contemporary concepts in evaluating various aspects of social/economic change.

  • Be able to speak, think & write analytically about social change that you witness.


  • Participation and decorum will account for 10% of the final course grade. Attendance supported by informed preparation will greatly add value to participation. Students are urged to contribute issues to be discussed and explored through careful questioning and analysis. I do not like it when students miss class.

  • The change analysis one page overview will account for 10%. The change analysis first draft will count for 10% of the final course grade. The change analysis final draft will count for 10% of the final course grade. (Total 30%)

  • The group presentation on selected global challenges will account for 20% of the final course grade.

  • Daily quizzes on readings will account for 20% of the grade.

  • Journal entries will account for 20% of the grade.

There are 100 possible points for this class. On top of this, extra credit opportunities will be provided for overachievers, worth approximately 10 points. Grading is straightforward. An A is highly coveted and rare and means your work is excellent. The grade B – is to be avoided in graduate school and it means you are struggling. All other grades are reasonable and, indeed, likely.

The Change Analysis Brief
This brief will be no longer than 3000 words. I will give you details on its structure later in the semester. It is important to me. It is a rare opportunity to hone your writing skills with personalized attention from your professor. As such, there is a draft response system as you can see from grading above.
The Global Change Presentation

  • Approximately six student teams will be constituted. This project helps build teamwork skills. It is a great opportunity to share your hard-earned knowledge with your peers.

  • Each team will research, write, produce and present an analysis of a social change issue that you find intriguing. The possibilities are endless. Some examples are the Cuban Revolution, the end of the Cold War, the Sandinistas in Nicaragua, the rise of Islamism in Iran, and so forth. The presentations of your analysis and conclusions will be made in class, in the month of April 2012. Exact dates and timings for each presentation will be determined later. Each presentation and discussion will take about 30 minutes in total, thus allowing for at least, 2 presentations and discussions per class period.

  • The research and presentation will encompass 1) A discussion of the status quo ante in the case selected 2) Why you think change was necessary or inevitable 3) an analysis of the specific events that led to change. 4) A post mortem of whether the change was carried out successfully or not. Was the change derailed? (Egypt) Was the change totally successful (unlikely)? Was the change incomplete (civil rights)? 5) Questions for further reflection.

  • Grading will be done on a 365 degree basis. Peer input will matter, so make it interesting for your classmates.

  • Sources and organizations that can be consulted for follow-up by any student should be clearly specified. A bibliography is required.

  • The use of Power Point is required. You may not have more than 10 slides.

I hate to even have to put this in my syllabus for graduate students, but after 5 years of teaching, I have decided it is necessary. Let me put it this way: my grandmother is a Southerner, from Virginia. She taught me etiquette and manners. I cannot emphasize how much I value them.
Manners are important in the workplace and they are an important as a leader. I really admire the Carters for their very genteel ways and John McCain is also someone I admire for his pleasant, fair persona. If you are ever in doubt about what decorum means, please observe Dean Skip Rutherford or Ms. Jeanne Busbea carefully. They have very good manners.
Imagine that each class is a bubbling cauldron of ideas. We want the cauldron to simmer gently, but not boil over. If it boils over, from rudeness, too much interruption, shouting or horror of horrors, a student standing up and throwing their hat on the ground, people get burned. We want things to be lively, yet in control.
Treat this class like a workplace. I want to hear your ideas. I want you to be creative and innovative. I want us to have fun. Yet, I also want you to be respectful, both of me and your classmates. Listen to your colleagues’ ideas and my ideas. Refrain from interrupting. Be prepared. Do not wear hats into class. Do not text, or whisper to your neighbor. Let’s be kind to each other.

Electronics Policy
I would really prefer it if we have no laptops in class except when we are doing presentations. I will not test you on what you learn in class, so you do not to worry about notes. If you would like to take notes, take them on paper, the old fashioned way. Please do not text or “facebook” in class. If you have to take a call, step out into the hall. Whatever it is that you have to say can probably wait. If I catch you doing texting, I will ask you to leave my class.
Mid Class Break
Our class is quite long 1:30 to 4:30. Accordingly, we will take a break in the middle of class, probably around 3:00 p.m.


I am open to feedback. I have already incorporated several elements of student feedback into the syllabus. I would prefer that you bring me complaints and concerns in office hours. It is very difficult for me to respond to your ideas in class, especially the Thursday class which seems to grow larger every day. I promise that I will listen to you. I may or may not incorporate your suggestion.

Missed Classes
If you miss class, you must write a 600 word makeup essay on a theme from the readings for the assigned day. You may miss one class per semester with no excuse. The second miss you need a medical or compelling professional excuse. The third miss, you need an excuse and you come see me in office hours. The fourth miss requires that you explain yourself to Dean Hoffpauir. Further, you should expect your grade to drop. Please attend class for the day you are registered for, unless you are an MBA student.

Main Cases

  1. Gandhi and Indian independence

  2. Kenya and African decolonization

  3. Little Rock and desegregation

  4. Globalization and economic integration

  5. Arab Spring and democratization

This is a relatively reading intensive course. There are required readings without the benefit of which you will gain little from this course. These readings will be discussed in class. Please purchase Amartya Sen, (2000) Development as Freedom, Knopf: New York.
Readings on the Syllabus were retrieved at the University of Arkansas LR library online from JSTOR. All readings and information about the class are (or will be) also posted at
There are also some fun items there.

Academic Integrity
All work you present to us should be your own. It is fine to study or prepare for class with others, but papers, presentations and assignments should be individual efforts. Plagiarism includes (but is not limited to) adopting or appropriating for one’s own use and/or incorporating in one’s own work, without acknowledgement, passages, parts of passages, tables, photographs, models, figures, and illustrations from the writings or works of others; thus presenting such as a product of one’s own mind.
Any student who plagiarizes may be subject to any or all of the following sanctions: receiving a zero on the written work, receiving a reduced grade for the course in which the plagiarism occurred, being suspended from registering for one or more semester(s), being required to enroll in a short course on graduate level writing, being required to comply with any other appropriate remedy as proposed by the Associate Dean, and/or being dismissed from UACS.
You should keep digital copies or hard copies of all written work for this class. I reserve the right to request a copy of your work.
Plagiarism on any assignment in this class will at minimum result in an "F" for the assignment. I reserve the right to pursue further disciplinary action if appropriate. I strongly recommend students maintain a record of the preparation of their assignments.
Student Accommodation
It is the policy of UACS to accommodate students with disabilities, pursuant to federal and state law. Any student with a disability who needs accommodation, for example in seating placement or in arrangements for examinations, should inform instructors at the beginning of the course.


Introductory Class: Expectations and Team Jan 19/20

Class 2 Jan 26/27

Case 1. Gandhi and Indian Independence

British Colonialism in India

Douglas M. Peers, (1990) “Rediscovering India under the British,” The International History Review, Vol. 12, 3: 548-562.

Amiya Kumar Bagchi, (1988) “Colonialism and the Nature of Capitalist Enterprise in India,” Economic and Political Weekly, PE 38-PE 50.
Gloria Goodwin Raheja (1996), “Caste, Colonialism, and the Speech of the Colonized, entextualization and disciplinary control in India,” American Ethnologist, Vol. 23, 3: 494-513.

Class 3 Feb 2/3
Gandhi, Nonviolence and the Struggle for Decolonization (i)

Sunil Khilnani, (1997) “India’s Theaters of Independence,” The Wilson Quarterly, Vol. 21, 4: 16-45.

Sugata Bose, (1998) “Nation, Reason and Religion: India’s Independence in International Perspective, Economic and Political Weekly, Vol. 33, 31: 2090-1097.
Review by Judith M. Brown of B. R. Tomlinson (1980) The Political Economy of the Raj, 1914-1947. “The Economics of Decolonization in India,” The English Historical Review, Vol. 95, 374: 177-179. (SHORT)
Anita Ander Singh, (1984) “Decolonization in India: The Statement of 20 February 1947,” The International History Review, Vol. 6, 2: 191-209.

Class 4 Feb 9/10

India After Independence

Sinmarayan Ray, (1967) “India: After Independence,” Journal of Contemporary History, Vol. 2, 1: 125-141.

Bhabani Sen Gupta, (1997) India in the Twenty-First Century,” International Affairs, Vol. 73, 2: 297-314.

Class 5 Feb 16/17

Interlude 1: Gandhi’s Impact on the World

Vijay Prashad, (2009) “Black Gandhi,” Social Scientist, Vol 37, 1: 3-20.

Leonard A. Gordon (2002) “Mahatma Gandhi’s Dialogues with Americans,” Economic and Political Weekly, Vol 37, 4: 337-352.

Class 6 Feb 23/24

Case 2: The Civil Rights Movement in Arkansas

Segregation in Arkansas

Douglas A. Blackmon, Slavery By Another Name (2009), Anchor Books: New York. Pp. 58-113.

John William Graves, (1989) “Jim Crow in Arkansas: A Reconsideration of Urban Race Relations in the Post Reconstruction South,” The Journal of Southern History, Vol. 55, 3: 421-448.
Steven Hoelscher, (2003) “Making Place, Making Race: Performances of Whiteness in the Jim Crow South,” Annals of the Association of American Geographers, Vol. 93, 3: 657-686.

Class 6 March 1/2

  • We will assemble teams for presentations
Desegregation and the Civil Rights Movement in Arkansas

Randy Finley (2006), “Crossing the White Line: SNCC in Three Delta Towns 1963-1967,” The Arkansas Historical Quarterly, Vol. 65, 2: 116-137.

Neil R. McMillen, “White Citizens’ Council and Resistance to School Desegregation in Arkansas,” The Arkansas Historical Quarterly, Vol. 30, 2: 95-122.
Herbert Brownell, (1991) “Eisenhower’s Civil Rights Program: A Personal Assessment,” Presidential Studies Quarterly, Vol. 21, 2: 235-242.

Class 7 March 8/9

  • Teams need to come up with a rough topic for presentation. One paragraph due.

Civil Rights in the Post Civil Rights Act Period 1965-2011
Dean Skip Rutherford will speak to us about school desegregation from his vantage point as a former school board member at 3:00 p.m. until
Elliot Zashin, “ The Progress of Black Americans in Civil Rights: The Past Two Decades Assessed,” Daedalus, Vol. 107, 1 (1978): 239-262.
Antwan Jones, (2006) “Race and the “I Have a Dream” Legacy: Exploring Predictors of Positive Civil Rights Attitudes,” Journal of Black Studies, Vol. 37, 2: 193-208.
US. Census Bureau, (2011) Income, Income Inequality, “The Changing Shape of the Nation’s Income Distribution,” Available at


Class 8 March 15/16

Case 3: Kenya, Decolonization, and the multi-decade struggle for democracy

British Colonialism in Kenya

David Killingray, (1986) “The Maintenance of Law and Order in British Colonial Africa,” African Affairs, Vol. 85, 340: 411-437.

B.J. Berman and J.M Lonsdale, (1980) “Crises of Accumulation, Coercion, and the Colonial State: The Development of the Labor Control System in Kenya,” 1919-1929, Canadian Journal of African Studies, Vol. 14, 1: 55-81.
Audrey Wipper, (1989) “Kikuyu Women and the Harrry Thuku Disturbances: Some Uniformities of Female Militancy,” Africa: Journal of the International African Institute, Vol. 59, 3: 300-337.
Spring Break March 19-23
Class 9 March 29/30
  • One page issue paper due about your research paper
The Land and Freedom Movement and the Mau Mau

James H. Meriwether, (1998) “African Americans and the Mau Mau Rebellion: Militancy, Violence, and the Struggle for Freedom,” Journal of American Ethnic History,

David. W. Throup, (1985) “The Origins of Mau Mau,” African Affairs, Vol. 84, 336: 399-433.
Christopher Leo, (1981) “Who Benefited From the Million Acre Scheme? Towards a Class Analysis of Kenya’s Transition to Independence,” Canadian Journal of African Studies, Vol. 15, 2: 201-222.
Class 10 April 5/6
Democracy in Kenya: Freedom isn’t Free

Kenneth Good, (1968) “Kenyatta and the Organization of KANU,” Canadian Journal of African Studies, Vol. 2, 2: 115-136.

Karrim Essack, (1978) “Kenya under Kenyatta,” Economic and Political Weekly, Vol. 13, 41: 1729-1731. (SHORT)
Rok Ajulu, (1992) “Kenya: The Road to Democracy,” Review of African Political Economy, 53: 79-87
Wa’Njogu Kiarie (2004) “Language and Multiparty Democracy in a Multi-ethnic Kenya,” Africa Today, Vol. 50, 3: 55-73.
Sebastian Elischer, (2008) “Do African Parties Contribute to Democracy? Some Findings from Kenya, Ghana and Nigeria,” Africa Spectrum, Vol. 43, 2: 175-201.

Class 11 April 12/13

  • Readings due from class on Tunisia and Egypt in my box on April 11

Interlude 2: Globalization

Machiko Nissanke and Erik Thorbecke (2006), Channels and policy debate in the globalization–inequality–poverty nexus World Development, Volume 34, Issue 8, Pp. 1338-1360

Robert Hunter Wade. (2004) Is Globalization Reducing Poverty and Inequality?
World Development, Volume 32, Issue 4,  Pp. 567-589

Amartya Sen, "Why Democratization is Not the Same as Westernization:

Democracy and Its Global Roots," The New Republic, October 2003
(available on-line) http://www.columbia.edu/itc/sipa/U6800/readings-sm/sen_democracy.pdf

Class 12 April 19/20

  • 1500 word rough draft due on your research paper

Case 4: The Information Technology Revolution

Warigia Bowman (2009), Digital Development: Technology, Governance and the State in East Africa, (Unpublished Doctoral Dissertation) Harvard University: Cambridge. Read background chapter.

“Bowman, Warigia, "Governance, Technology and the Search for Modernity in Kenya," William and Mary Policy Review 1 (April 2010): 87-116.
Nivien Saleh, (2010) Third World Citizens and the Information Technology Revolution, Palgrave MacMillan: New York. Read Chapters 3-6.

Class 13 April 26/27

Case 5: The Arab Spring

Egypt and Tunisia

Students select readings. They may be books, academic articles, or articles by a think tank such as Carnegie Foundation or Brookings. Each study group of 3 may select and present one article. They should be forwarded to Dr. Bowman by April 11, so that I can post them.
The Thursday class is responsible for Egypt, 2 readings. The Friday class is responsible for Tunisia 2 readings.

Class 14 May 3/4

Conclusion: Development as Freedom

Amartya Sen, (2000) Development as Freedom, Knopf: New York. Entire Book.

Class 15 May 10/11

  • Presentations and final paper due


Warigia Bowman

Little Rock, AR
January 20, 2012

Revised February 15, 2012

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