Teaching Guide Information

Presentation

Globalization is generally understood as the reduction in the barriers to and the intensification of the exchange of economic, political, and cultural relations across world countries and regions. However, the term still generates confusion and there are diverging ideas about its content, meaning, and, especially, its impact. Further, the consequences and implications of globalization are pervasive not only in media discussions but also in policy debates and academic research.

In this course, the different aspects and dimensions of globalization (both economic and political) will be presented, analyzed, and discussed. The course is aimed at providing the students with the conceptual and analytical tools necessary to critically comprehend the different ‘faces’ that globalization has and how they affect domestic politics and political decisions.

In particular, the course will explore and expand the understating of the four main dimensions of globalization. First, we will deal with the most known dimension of globalization, the economic one, and discuss the domestic economic, social, and political implications and consequences of international trade and financial liberalization. We will also discuss the attempts to globalize development and reduce poverty by critically analyzing the main instrument used to do so, foreign aid. Second, we will turn to explore the political side of globalization paying attention to the diffusion and promotion of democracy around the globe and to the instruments of foreign pressure democracies may use. In the third part of the course we will analyze the extension of the human rights system and the creation of the ICC, and will discuss the potential practical consequences on human rights violations and other governments’ domestic responses. Finally, in the last section the impact of globalization on civil and interstate conflict will be discussed.

Associated skills

This course is part of the optional courses itinerary “international” that together develops the following competencies:

BASIC SKILLS:

CB2. That students can apply their knowledge to their job or vocation in a professional manner and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study.

CB3. That students have the ability to gather and interpret relevant data (usually within their field of study) to inform judgments that include reflection on relevant social, scientific or ethical.

CB4. That students can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5. That students have developed those skills needed to undertake further studies with a high degree of autonomy.

GENERAL SKILLS:

CG1. Capacity for analysis and synthesis.

CG3. Knowledge of a second language.

CG5. Teamwork.

CG9. Ability to work in an international context.

CG11. Ability to adapt to new situations.

TRANSVERSAL SKILLS:

CT1. Identify and analyze critically gender inequality and its intersection with other axes of inequality.

SPECIFIC SKILLS:

EC4. Examine the fundamentals of comparative politics.

CE9. Interpret the historical dimension of political and social processes.

CE12. Interpret the legal framework of the activity carried out by public authorities.

CE13. Interpret the economic environment and the economic dimension of the public sector.

CE15. Analyze international politics.

CE16. Analyze the structure and functioning of the European Union.

Learning outcomes

Being able to critically analyze the impacts of globalization on different types of societies.

Understanding the domestic consequences of different dimensions of globalization.

Prerequisites

Some basic game-theory, basic microeconomicss, and comparative politics.

Ability of speack and write in English.

Contents

1: Understanding Globalization

• The concept of ‘globalization’
• Is globalization new? Historical perspectives and evolution
• The dimensions of globalization

2: The Globalization of Trade

• The economic theory of trade integration
• The distributional consequences of trade: inequality and power
• Trade and the poor countries
• The political consequences of trade: efficiency vs. compensation
• The logic of protectionism
• The logic behind trade liberalization and he World Trade Organization

3: The Globalization of Financial Flows

• The logic of financial globalization: expected benefits of liberalization
• Exchange-rate policies: political and economic dimensions
• Eroding State-capacity? Financial globalization and domestic policy: The Policy Trilemma
• Financial crises
• Multinational corporations: motivations and consequences for host countries

4: The Globalization of Development: The Role of Foreign Aid

• World development patterns: divergence or convergence?
• The political economy of aid: the donors. Who gives aid and why?
• The political economy of aid: the recipients. Africa’s aid dependency and its political consequences

5: The Globalization of Democracy: Promoting Democracy Abrad

• The diffusion and promotion of democracy
• Democracy assistance
• The instruments of international pressure: conditional aid, sanctions, shaming campaigns, and military interventions. Do they work?
• The effectiveness of hard politics: Can third-countries destabilize dictatorships?

6: The Globalization of Human Rights and Justice

• The international human rights regime
• Human rights treaties and enforcement
• Globalizing justice? The International Criminal Court
• The political consequences of globalizing justice: More justice or more brutal and longer-lasting dictators?

7: The Globalization of Peace (or War?)

• The links between economic globalization and conflict: the mechanisms
• The impact of integration on the occurrence of civil war. Global warming and war
• The causes of interstate conflict. Does globalization foster peace? Democratic peace and liberal peace

SEMINARS

Besides the (online) lectures, this course includes three seminar sessions. In them, the students are expected to discuss, debate, and analyze some implications, case study or controversy concerning some of the topics analyzed in class.

Readings and other resources for the seminars will be made available to the students in the course’s Aula Global. These resources will include: documentaries, reports by international organizations, governments and NGOs, newspaper articles, op-eds, academic articles, and book chapters.

Precise instructions for each seminar will be posted in the Aula Global in due time.

There will be three seminars, in which the following topics will be discussed:

1. Seminar 1: “Cultural Globalization: Cultural Imperialism or Local Identities?”

In this first seminar we will discuss one dimension of globalization not specifically discussed in the theoretical lectures, namely, cultural globalization. Culture entails a number of elements such as language, identity, consumption patterns, as well as social norms and relationships. Some argue that globalization has a cultural dimension that may have important domestic consequences. Thus, many argue that globalization promotes homogenization of culture and consumption patterns, so threatening diversity. On the contrary, others argue that globalization actually leads to localization, that is, the strengthening of national and subnational identities that resist integration and uniformity. We will thus have an organized debate using breakout rooms centered on the following questions: Should local cultures be protected from cultural homogenization? How? Does cultural imperialism exist? Is uniformity an outcome of globalization?

2. Seminar 2: “Strategies to Address Global Challenges: Sustainable Development and Poverty. Analyzing Three Global Initiatives: De-Growth, Fair Trade and Microfinance.”

In this second seminar, we will critically analyze three global policy initiates aimed at reducing poverty and achieving sustainable development, two key global challenges. After having discussed the potential problems of development aid in class, we will take a closer look at some specific policy alternatives including de-growth, fair trade, and microfinance. De-growth is an initiative suggesting that consumption and production must be curbed in order to address inequality and environmental issues. Fair trade aims at helping producers of agricultural products in developing countries by ensuring higher prices, better working conditions and investments. Microfinance has been argued to reduce poverty and empower women by promoting access to financial services. However, there is considerable criticism of the claims made by the Fair Trade advocates and proponents. We’ll simulate a lockdown situation, which won’t be hard to imagine. I’ll be a President, and you have to send me your video analysis and recommendations on which policy I should (and should not) to support. Each group will discuss one policy and one position (in favor or against) and try to convince me. We will discuss and analyze the following questions using different readings and other resources: Is de-growth a feasible global alternative to promote sustainability? Is fair trade really fair? If not, what are its main problems or inconsistencies? Is free trade better than fair trade? Are microcredits a good way of giving resources empowering women and poor people?   

3. Seminar 3: “Promoting Democracy and Human Rights: Sanctions and military intervention against repressive States?”

In this seminar we will simulate a meeting of the UN Security Council aimed at discussing a potential military intervention and the adoption of sanctions (or other strategies) against one repressive dictatorship. Students (organized in groups) will thus discuss the strategies to put pressure and even coerce dictatorships and their potential impact on democracy and human rights. Each group will represent a member state of the UNSC and prepare a presentation defending that country’s position with regard to one real case that I will announce in due time. The seminar seeks to highlight global dilemmas faced by countries and international institutions when dealing with deviant states. Should democracies coerce dictatorships and help protecting human rights? Can they? Are military pro-democratic and humanitarian interventions legal and/or legitimate? Do they help target States? Do they really promote democracy or help peace-building? Are economic sanctions effective in making regimes concede? What other strategies can be used to promote democracy?

Teaching Methods

This course combines lectures with seminars; however, given the situation caused by pandemic these activities will be done online. Here are a few guidelines:

1. LECTURES: Lectures will be online and live (synchronically). For the online lectures I will be using Zoom. Please download Zoom to your computers. No payment or license is necessary (I have one). Links to the Zoom sessions will be send to you and also posted in the corresponding section/session of the Aula Global.

Of course, I will also make available and upload the powerpoints I’ll use for the classes. I will put most of the explanations and notes in them, as clear and complete as possible, so do not worry if you see that they are very packed with text, that is meant to help you.

In case there us some point we cannot cover during a lecture or that needs further clarification, I’ll upload videos with explanations.

Do the weekly readings before class. I have not gone crazy with the amount of readings. I’ll keep it reasonable. Weekly readings present cases and debates, so the theories and concepts can be applied to real life situations and events. The readings are a crucial part of the process of learning and developing critical thinking and analytical skills.

Besides the assigned readings, I have included some other recommendations to further explore and understand each of the topics discussed such as movies, documentaries, series, books, etc. I have added links or notes with these recommendations in the corresponding section/topic of the Aula Global. These will be simply recommendations in case you have the time and will, not compulsory materials. Enjoy them.

For some of the topics covered I will also open Forums in the Aula Global with some provocative questions regarding the topic at stake, so you can write your reflections and discuss with each other. These will be voluntary but I encourage you to participate as part of class participation.

In the bottom section of the Aula Global you’ll find a section called “Your suggestions.” I will use that space to put links to movies, videos, books, series, websites, and other resources about the class topics that YOU may find and suggest and that you would like to SHARE with your fellow students. Email your recommendations to me.

2. SEMINARS: there are three planned seminars, and we’ll try to keep them but with a different format of course.
   1. For the first seminar we’ll have an organized debate on Cultural Globalization. There will be some readings in the Aula Global to help you think and reflect. After the debate you will have to write an individual essay defending one of the positions on this debate (positions will be assigned randomly by me).
   2. The second and third seminars are intended to be prepared in group. For seminar 2 the specific assignment will be to prepare and record a video presentation defending the position and policy assigned (I will post an excel file with the groups and their positions). You will be uploading and sharing the link to your video in a Padlet. After that, you’ll write a policy brief defending the position assigned and replying to the main points raised by the opposite group (so watch the videos). I will provide you with instructions and recommendations on the contents and preparation in due time. Seminar 3 will consist of a live, online UNSC simulation. Groups will be assigned countries and will have to present their position concerning the events of a real case. Then will open the debate and try to agree on a Security Council resolution.

c. MEETINGS (tutories): should you have a particular question or doubt concerning some of the topics covered, we can arrange an online meeting via Zoom or Google Meetings.

Evaluation

Students’ grade will be based on two basic assignments:

• Seminar assignments 45%: The first one is based on the seminar sessions which account for 45% of the final grade (15% each seminar). This grade will be based on three assignments (one for each seminar).   
• Exam 55%: Secondly, there will be an online final exam via Turnitin. The exam accounts for the other 55% of the final grade. In the exam, students will be asked to write some short and one (longer) essay response to a series of questions covering the topics discussed during the course.

Retest: Those failing the course as a result of having failed the seminar part of the course will be required to hand a review essay in July. Those who fail the course due to having failed the exam will be required to take another exam in July. Only those who have attended and handed the assignments of (at least) two of the seminars and have taken the exam will be able to retest to pass the course in July.

Course Policies

To help achieve active learning and foster a positive classroom environment please take note of the following policies:

• Class attendance is mandatory. Attendance policy to pass the course is 80% (a minimum of 8 out of 10). Missing sessions might negatively affect your ability to answer the exam questions.
• Mute your microphones at the start of the session, but keep the cameras on please.
• If you are absent or late to class, you are responsible for the handouts and notes from the portion or session you missed.
• Late assignments and email submissions will not be accepted.
• Plagiarism: Regardless of whether or not it was committed intentionally, plagiarism has serious academic consequences and can result in disciplinary action at the university level. Plagiarism involves the improper use of somebody else’s words or ideas in one’s work.

Bibliography and information resources

As said above, in the Aula Global, and for each topic, you’ll find also recommendations (noncompulsory) including movies, series’ episodes, documentaries, etc. Try to enjoy them.

• Some basic books:

Campbell, Patricia J., Aran McKinnon, and Christy R. Stevens. 2010. An Introduction to Global Studies. Wiley-Blackwell. 

Woods, Ngaire. 2000. The Political Economy of Globalization. Palgrave Macmillan.

Held, David, Anthony McGrew; David Goldblatt y Jonathan Perraton. 1999. Global Transformations. Politics, Economics and Culture. Stanford: Stanford University Press.

Lechner, Franck J. and John Boli (eds.). 2003. The Globalization Reader. Boston: Blackwell. 

Oatley, Thomas. 2006. International Political Economy: Interests and Institutions in the Global Economy. New York: Pearson-Longman. [I recommend the 2012 5^th edition]

Keohane, Robert O. and Helen V. Milner. 1996. Internationalization and Domestic Politics. Cambridge: Cambridge University Press.

Frieden, Jeffry A. and David A. Lake. 2000. International Political Economy: Perspectives on Global Wealth and Power. New York: Bedford/St. Martin’s.

• Further recommendations:

Stiglitz, Joseph. 2002. Globalization and Its Discontents. New York: Norton.

Lacsamana, Anne E. and Delia D. Aguilar (eds.). 2004. Women and Globalization. New York: Humanity Books. 

Rodrik, Dani. 1997. Has Globalization Gone Too Far? Washington, DC: Institute for International Economics.

Rodrik, Dani. 2011. The Globalization Paradox: Democracy and the Future of the World Economy. New York: W.W. Norton.   

Hafner-Burton, Emily. 2013. Making Human Rights a Reality. Princeton, NJ: Princeton University Press.

Escribà-Folch, Abel and Joseph Wright. 2015. Foreign Pressure and the Politics of Autocratic Survival. Oxford: Oxford University Press.

Sikkink, Kathryn. 2011. The Justice Cascade: How Human Rights Prosecutions Are Changing World Politics. New York: W. W. Norton & Company.

Conrad, Courtenay R. and Emily Hencken Ritter. 2019. Contentious Compliance: Dissent and Repression under International Human Rights Law. Oxford: Oxford University Press.

Lutz, Ellen L. and Caitlin Reiger (eds.). 2008. Prosecuting Heads of State. Cambridge, UK: Cambridge University Press.

Bush, Sarah S. 2015. The Taming of Democracy Assistance. Cambridge: Cambridge University Press.

Krcmaric, Daniel. 2020. The Justice Dilemma: Leaders and Exile in an Era of Accountability. Ithaca, NY: Cornell University Press.

Easterly, William. 2006. The White Man’s Burden: Why the West’s Efforts to Aid the Rest Have Done So Much Ill and So Little Good. New York: Penguin Press.

Collier, Paul. 2007. The Bottom Billion: Why the Poorest Countries Are Failing and What Can Be Done About It. Oxford: Oxford University Press.

Collier, Paul. 2009. Wars, Guns, and Votes: Democracy in Dangerous Places. New York: Harper Collins.

Hyde, Susan. 2011. The Pseudo-Democrat’s Dilemma: Why Election Observation Became an International Norm. Ithaca, NY: Cornell University Press.

Kaldor, Mary. 2012. New and Old Wars: Organized Violence in a Global Era. Stanford, CA: Stanford University Press.

Carey, Sabine C., Mark Gibney, and Steven C. Poe. 2010. The Politics of Human Rights: The Quest for Dignity. Cambridge: Cambridge University Press. 

McLaughlin Mitchell, Sara and John A. Vasquez. 2014. Conflict, War, and Peace: An Introduction to Scientific Research. London: SAGE/CQ Press.

Tomlinson, John. 1999. Globalization and Culture. Cambridge: Polity Press.

• Global data and other resources:

World Bank: World Development Indicators (WDI) and poverty data:

            http://databank.worldbank.org/ddp/home.do?Step=12&id=4&CNO=2

            http://povertydata.worldbank.org/poverty/home

IMF data:

            http://www.imf.org/external/data.htm

OECD statistics:

            http://stats.oecd.org/

WTO trade and tariffs statistics:

            http://www.wto.org/english/res_e/statis_e/statis_e.htm

Data on financial openness (Chinn & Ito Index)

            http://web.pdx.edu/~ito/Chinn-Ito_website.htm

            http://web.pdx.edu/~ito/trilemma_indexes.htm

Economic sanctions episodes:

            http://www.piie.com/research/topics/sanctions/sanctions-timeline.cfm

Foreign aid statistics:

OECD: http://www.oecd.org/document/49/0,3746,en_2649_34447_46582641_1_1_1_1,00.html

            World Bank’s World Development Indicators:

http://databank.worldbank.org/ddp/home.do?Step=12&id=4&CNO=2

Aiddata: https://www.aiddata.org/datasets

UN peace operations:

            http://www.un.org/en/peacekeeping/

Uppsala Conflict Data Program:

            http://www.pcr.uu.se/research/UCDP/

CIRI Human Rights data project:

            http://ciri.binghamton.edu/

-   News, op-ed articles, blog posts, and other information:

The Economist: http://www.economist.com/

Foreign Affairs: http://www.foreignaffairs.com/

Foreign Policy: http://www.foreignpolicy.com/

Global Research: http://www.globalresearch.ca/index.php?context=home

Mapping Globalization: https://qed.princeton.edu/index.php/MG

Yale Center for the Study of Globalization: http://yaleglobal.yale.edu/

The Globalization Website: http://sociology.emory.edu/faculty/globalization/index.html

Información de la Guía Docente

Presentation

Globalization is generally understood as the reduction in the barriers to and the intensification of the exchange of economic, political, and cultural relations across world countries and regions. However, the term still generates confusion and there are diverging ideas about its content, meaning, and, especially, its impact. Further, the consequences and implications of globalization are pervasive not only in media discussions but also in policy debates and academic research.

In this course, the different aspects and dimensions of globalization (both economic and political) will be presented, analyzed, and discussed. The course is aimed at providing the students with the conceptual and analytical tools necessary to critically comprehend the different ‘faces’ that globalization has and how they affect domestic politics and political decisions.

In particular, the course will explore and expand the understating of the four main dimensions of globalization. First, we will deal with the most known dimension of globalization, the economic one, and discuss the domestic economic, social, and political implications and consequences of international trade and financial liberalization. We will also discuss the attempts to globalize development and reduce poverty by critically analyzing the main instrument used to do so, foreign aid. Second, we will turn to explore the political side of globalization paying attention to the diffusion and promotion of democracy around the globe and to the instruments of foreign pressure democracies may use. In the third part of the course we will analyze the extension of the human rights system and the creation of the ICC, and will discuss the potential practical consequences on human rights violations and other governments’ domestic responses. Finally, in the last section the impact of globalization on civil and interstate conflict will be discussed.

Associated skills

This course is part of the optional courses itinerary “international” that together develops the following competencies:

BASIC SKILLS:

CB2. That students can apply their knowledge to their job or vocation in a professional manner and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study.

CB3. That students have the ability to gather and interpret relevant data (usually within their field of study) to inform judgments that include reflection on relevant social, scientific or ethical.

CB4. That students can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5. That students have developed those skills needed to undertake further studies with a high degree of autonomy.

GENERAL SKILLS:

CG1. Capacity for analysis and synthesis.

CG3. Knowledge of a second language.

CG5. Teamwork.

CG9. Ability to work in an international context.

CG11. Ability to adapt to new situations.

TRANSVERSAL SKILLS:

CT1. Identify and analyze critically gender inequality and its intersection with other axes of inequality.

SPECIFIC SKILLS:

EC4. Examine the fundamentals of comparative politics.

CE9. Interpret the historical dimension of political and social processes.

CE12. Interpret the legal framework of the activity carried out by public authorities.

CE13. Interpret the economic environment and the economic dimension of the public sector.

CE15. Analyze international politics.

CE16. Analyze the structure and functioning of the European Union.

Learning outcomes

Being able to critically analyze the impacts of globalization on different types of societies.

Understanding the domestic consequences of different dimensions of globalization.

Prerequisites

Some basic game-theory, basic microeconomicss, and comparative politics.

Ability of speack and write in English.

Contents

1: Understanding Globalization

• The concept of ‘globalization’
• Is globalization new? Historical perspectives and evolution
• The dimensions of globalization

2: The Globalization of Trade

• The economic theory of trade integration
• The distributional consequences of trade: inequality and power
• Trade and the poor countries
• The political consequences of trade: efficiency vs. compensation
• The logic of protectionism
• The logic behind trade liberalization and he World Trade Organization

3: The Globalization of Financial Flows

• The logic of financial globalization: expected benefits of liberalization
• Exchange-rate policies: political and economic dimensions
• Eroding State-capacity? Financial globalization and domestic policy: The Policy Trilemma
• Financial crises
• Multinational corporations: motivations and consequences for host countries

4: The Globalization of Development: The Role of Foreign Aid

• World development patterns: divergence or convergence?
• The political economy of aid: the donors. Who gives aid and why?
• The political economy of aid: the recipients. Africa’s aid dependency and its political consequences

5: The Globalization of Democracy: Promoting Democracy Abrad

• The diffusion and promotion of democracy
• Democracy assistance
• The instruments of international pressure: conditional aid, sanctions, shaming campaigns, and military interventions. Do they work?
• The effectiveness of hard politics: Can third-countries destabilize dictatorships?

6: The Globalization of Human Rights and Justice

• The international human rights regime
• Human rights treaties and enforcement
• Globalizing justice? The International Criminal Court
• The political consequences of globalizing justice: More justice or more brutal and longer-lasting dictators?

7: The Globalization of Peace (or War?)

• The links between economic globalization and conflict: the mechanisms
• The impact of integration on the occurrence of civil war. Global warming and war
• The causes of interstate conflict. Does globalization foster peace? Democratic peace and liberal peace

SEMINARS

Besides the (online) lectures, this course includes three seminar sessions. In them, the students are expected to discuss, debate, and analyze some implications, case study or controversy concerning some of the topics analyzed in class.

Readings and other resources for the seminars will be made available to the students in the course’s Aula Global. These resources will include: documentaries, reports by international organizations, governments and NGOs, newspaper articles, op-eds, academic articles, and book chapters.

Precise instructions for each seminar will be posted in the Aula Global in due time.

There will be three seminars, in which the following topics will be discussed:

1. Seminar 1: “Cultural Globalization: Cultural Imperialism or Local Identities?”

In this first seminar we will discuss one dimension of globalization not specifically discussed in the theoretical lectures, namely, cultural globalization. Culture entails a number of elements such as language, identity, consumption patterns, as well as social norms and relationships. Some argue that globalization has a cultural dimension that may have important domestic consequences. Thus, many argue that globalization promotes homogenization of culture and consumption patterns, so threatening diversity. On the contrary, others argue that globalization actually leads to localization, that is, the strengthening of national and subnational identities that resist integration and uniformity. We will thus have an organized debate using breakout rooms centered on the following questions: Should local cultures be protected from cultural homogenization? How? Does cultural imperialism exist? Is uniformity an outcome of globalization?

2. Seminar 2: “Strategies to Address Global Challenges: Sustainable Development and Poverty. Analyzing Three Global Initiatives: De-Growth, Fair Trade and Microfinance.”

In this second seminar, we will critically analyze three global policy initiates aimed at reducing poverty and achieving sustainable development, two key global challenges. After having discussed the potential problems of development aid in class, we will take a closer look at some specific policy alternatives including de-growth, fair trade, and microfinance. De-growth is an initiative suggesting that consumption and production must be curbed in order to address inequality and environmental issues. Fair trade aims at helping producers of agricultural products in developing countries by ensuring higher prices, better working conditions and investments. Microfinance has been argued to reduce poverty and empower women by promoting access to financial services. However, there is considerable criticism of the claims made by the Fair Trade advocates and proponents. We’ll simulate a lockdown situation, which won’t be hard to imagine. I’ll be a President, and you have to send me your video analysis and recommendations on which policy I should (and should not) to support. Each group will discuss one policy and one position (in favor or against) and try to convince me. We will discuss and analyze the following questions using different readings and other resources: Is de-growth a feasible global alternative to promote sustainability? Is fair trade really fair? If not, what are its main problems or inconsistencies? Is free trade better than fair trade? Are microcredits a good way of giving resources empowering women and poor people?   

3. Seminar 3: “Promoting Democracy and Human Rights: Sanctions and military intervention against repressive States?”

In this seminar we will simulate a meeting of the UN Security Council aimed at discussing a potential military intervention and the adoption of sanctions (or other strategies) against one repressive dictatorship. Students (organized in groups) will thus discuss the strategies to put pressure and even coerce dictatorships and their potential impact on democracy and human rights. Each group will represent a member state of the UNSC and prepare a presentation defending that country’s position with regard to one real case that I will announce in due time. The seminar seeks to highlight global dilemmas faced by countries and international institutions when dealing with deviant states. Should democracies coerce dictatorships and help protecting human rights? Can they? Are military pro-democratic and humanitarian interventions legal and/or legitimate? Do they help target States? Do they really promote democracy or help peace-building? Are economic sanctions effective in making regimes concede? What other strategies can be used to promote democracy?

Teaching Methods

This course combines lectures with seminars; however, given the situation caused by pandemic these activities will be done online. Here are a few guidelines:

1. LECTURES: Lectures will be online and live (synchronically). For the online lectures I will be using Zoom. Please download Zoom to your computers. No payment or license is necessary (I have one). Links to the Zoom sessions will be send to you and also posted in the corresponding section/session of the Aula Global.

Of course, I will also make available and upload the powerpoints I’ll use for the classes. I will put most of the explanations and notes in them, as clear and complete as possible, so do not worry if you see that they are very packed with text, that is meant to help you.

In case there us some point we cannot cover during a lecture or that needs further clarification, I’ll upload videos with explanations.

Do the weekly readings before class. I have not gone crazy with the amount of readings. I’ll keep it reasonable. Weekly readings present cases and debates, so the theories and concepts can be applied to real life situations and events. The readings are a crucial part of the process of learning and developing critical thinking and analytical skills.

Besides the assigned readings, I have included some other recommendations to further explore and understand each of the topics discussed such as movies, documentaries, series, books, etc. I have added links or notes with these recommendations in the corresponding section/topic of the Aula Global. These will be simply recommendations in case you have the time and will, not compulsory materials. Enjoy them.

For some of the topics covered I will also open Forums in the Aula Global with some provocative questions regarding the topic at stake, so you can write your reflections and discuss with each other. These will be voluntary but I encourage you to participate as part of class participation.

In the bottom section of the Aula Global you’ll find a section called “Your suggestions.” I will use that space to put links to movies, videos, books, series, websites, and other resources about the class topics that YOU may find and suggest and that you would like to SHARE with your fellow students. Email your recommendations to me.

2. SEMINARS: there are three planned seminars, and we’ll try to keep them but with a different format of course.
   1. For the first seminar we’ll have an organized debate on Cultural Globalization. There will be some readings in the Aula Global to help you think and reflect. After the debate you will have to write an individual essay defending one of the positions on this debate (positions will be assigned randomly by me).
   2. The second and third seminars are intended to be prepared in group. For seminar 2 the specific assignment will be to prepare and record a video presentation defending the position and policy assigned (I will post an excel file with the groups and their positions). You will be uploading and sharing the link to your video in a Padlet. After that, you’ll write a policy brief defending the position assigned and replying to the main points raised by the opposite group (so watch the videos). I will provide you with instructions and recommendations on the contents and preparation in due time. Seminar 3 will consist of a live, online UNSC simulation. Groups will be assigned countries and will have to present their position concerning the events of a real case. Then will open the debate and try to agree on a Security Council resolution.

c. MEETINGS (tutories): should you have a particular question or doubt concerning some of the topics covered, we can arrange an online meeting via Zoom or Google Meetings.

Evaluation

Students’ grade will be based on two basic assignments:

• Seminar assignments 45%: The first one is based on the seminar sessions which account for 45% of the final grade (15% each seminar). This grade will be based on three assignments (one for each seminar).   
• Exam 55%: Secondly, there will be an online final exam via Turnitin. The exam accounts for the other 55% of the final grade. In the exam, students will be asked to write some short and one (longer) essay response to a series of questions covering the topics discussed during the course.

Retest: Those failing the course as a result of having failed the seminar part of the course will be required to hand a review essay in July. Those who fail the course due to having failed the exam will be required to take another exam in July. Only those who have attended and handed the assignments of (at least) two of the seminars and have taken the exam will be able to retest to pass the course in July.

Course Policies

To help achieve active learning and foster a positive classroom environment please take note of the following policies:

• Class attendance is mandatory. Attendance policy to pass the course is 80% (a minimum of 8 out of 10). Missing sessions might negatively affect your ability to answer the exam questions.
• Mute your microphones at the start of the session, but keep the cameras on please.
• If you are absent or late to class, you are responsible for the handouts and notes from the portion or session you missed.
• Late assignments and email submissions will not be accepted.
• Plagiarism: Regardless of whether or not it was committed intentionally, plagiarism has serious academic consequences and can result in disciplinary action at the university level. Plagiarism involves the improper use of somebody else’s words or ideas in one’s work.

Bibliography and information resources

As said above, in the Aula Global, and for each topic, you’ll find also recommendations (noncompulsory) including movies, series’ episodes, documentaries, etc. Try to enjoy them.

• Some basic books:

Campbell, Patricia J., Aran McKinnon, and Christy R. Stevens. 2010. An Introduction to Global Studies. Wiley-Blackwell. 

Woods, Ngaire. 2000. The Political Economy of Globalization. Palgrave Macmillan.

Held, David, Anthony McGrew; David Goldblatt y Jonathan Perraton. 1999. Global Transformations. Politics, Economics and Culture. Stanford: Stanford University Press.

Lechner, Franck J. and John Boli (eds.). 2003. The Globalization Reader. Boston: Blackwell. 

Oatley, Thomas. 2006. International Political Economy: Interests and Institutions in the Global Economy. New York: Pearson-Longman. [I recommend the 2012 5^th edition]

Keohane, Robert O. and Helen V. Milner. 1996. Internationalization and Domestic Politics. Cambridge: Cambridge University Press.

Frieden, Jeffry A. and David A. Lake. 2000. International Political Economy: Perspectives on Global Wealth and Power. New York: Bedford/St. Martin’s.

• Further recommendations:

Stiglitz, Joseph. 2002. Globalization and Its Discontents. New York: Norton.

Lacsamana, Anne E. and Delia D. Aguilar (eds.). 2004. Women and Globalization. New York: Humanity Books. 

Rodrik, Dani. 1997. Has Globalization Gone Too Far? Washington, DC: Institute for International Economics.

Rodrik, Dani. 2011. The Globalization Paradox: Democracy and the Future of the World Economy. New York: W.W. Norton.   

Hafner-Burton, Emily. 2013. Making Human Rights a Reality. Princeton, NJ: Princeton University Press.

Escribà-Folch, Abel and Joseph Wright. 2015. Foreign Pressure and the Politics of Autocratic Survival. Oxford: Oxford University Press.

Sikkink, Kathryn. 2011. The Justice Cascade: How Human Rights Prosecutions Are Changing World Politics. New York: W. W. Norton & Company.

Conrad, Courtenay R. and Emily Hencken Ritter. 2019. Contentious Compliance: Dissent and Repression under International Human Rights Law. Oxford: Oxford University Press.

Lutz, Ellen L. and Caitlin Reiger (eds.). 2008. Prosecuting Heads of State. Cambridge, UK: Cambridge University Press.

Bush, Sarah S. 2015. The Taming of Democracy Assistance. Cambridge: Cambridge University Press.

Krcmaric, Daniel. 2020. The Justice Dilemma: Leaders and Exile in an Era of Accountability. Ithaca, NY: Cornell University Press.

Easterly, William. 2006. The White Man’s Burden: Why the West’s Efforts to Aid the Rest Have Done So Much Ill and So Little Good. New York: Penguin Press.

Collier, Paul. 2007. The Bottom Billion: Why the Poorest Countries Are Failing and What Can Be Done About It. Oxford: Oxford University Press.

Collier, Paul. 2009. Wars, Guns, and Votes: Democracy in Dangerous Places. New York: Harper Collins.

Hyde, Susan. 2011. The Pseudo-Democrat’s Dilemma: Why Election Observation Became an International Norm. Ithaca, NY: Cornell University Press.

Kaldor, Mary. 2012. New and Old Wars: Organized Violence in a Global Era. Stanford, CA: Stanford University Press.

Carey, Sabine C., Mark Gibney, and Steven C. Poe. 2010. The Politics of Human Rights: The Quest for Dignity. Cambridge: Cambridge University Press. 

McLaughlin Mitchell, Sara and John A. Vasquez. 2014. Conflict, War, and Peace: An Introduction to Scientific Research. London: SAGE/CQ Press.

Tomlinson, John. 1999. Globalization and Culture. Cambridge: Polity Press.

• Global data and other resources:

World Bank: World Development Indicators (WDI) and poverty data:

            http://databank.worldbank.org/ddp/home.do?Step=12&id=4&CNO=2

            http://povertydata.worldbank.org/poverty/home

IMF data:

            http://www.imf.org/external/data.htm

OECD statistics:

            http://stats.oecd.org/

WTO trade and tariffs statistics:

            http://www.wto.org/english/res_e/statis_e/statis_e.htm

Data on financial openness (Chinn & Ito Index)

            http://web.pdx.edu/~ito/Chinn-Ito_website.htm

            http://web.pdx.edu/~ito/trilemma_indexes.htm

Economic sanctions episodes:

            http://www.piie.com/research/topics/sanctions/sanctions-timeline.cfm

Foreign aid statistics:

OECD: http://www.oecd.org/document/49/0,3746,en_2649_34447_46582641_1_1_1_1,00.html

            World Bank’s World Development Indicators:

http://databank.worldbank.org/ddp/home.do?Step=12&id=4&CNO=2

Aiddata: https://www.aiddata.org/datasets

UN peace operations:

            http://www.un.org/en/peacekeeping/

Uppsala Conflict Data Program:

            http://www.pcr.uu.se/research/UCDP/

CIRI Human Rights data project:

            http://ciri.binghamton.edu/

-   News, op-ed articles, blog posts, and other information:

The Economist: http://www.economist.com/

Foreign Affairs: http://www.foreignaffairs.com/

Foreign Policy: http://www.foreignpolicy.com/

Global Research: http://www.globalresearch.ca/index.php?context=home

Mapping Globalization: https://qed.princeton.edu/index.php/MG

Yale Center for the Study of Globalization: http://yaleglobal.yale.edu/

The Globalization Website: http://sociology.emory.edu/faculty/globalization/index.html