Development and International Cooperation Studies

SOCIAL MODELS AND CULTURES OF COOPERATION

Course objectives

1) The aim of the course is providing the students with a good knowledge of social democracy as an international actor and factor in the XX century, especially concerning how it tried to render its model of society (a socialist but gradual and democratic reform of capitalism) consistent with international Cooperation. The chronological focus will be the second half of the XX century and the present postcold war transformations. Especially Willy Brandt (Germany) Olof Palme (Sweden) and Bruno Kreisky (Austria) will be highlighted as the main leaders of social democratic internationalism. Thereby the students will become acquainted with the following strategies of cooperation between the developed north and the global south A) Neutrality as a platform of internationalism and namely Swedish active neutrality as opposed to isolationist neutrality B) The transformation of the Socialist International from European or “western” forum for historical socialist parties to platform for global internationalist action under Brandt’s presidency C) Global economic and social reform as a precondition of international stability as opposed to mere Cold War balance of military and nuclear power D) National Social models and Welfare state reform as a means of Social democratic nation branding E) Post colonial multilateralism and north south Cooperation in the Un through New International Economic Order and Like Minded countries 2) Besides, students will become acquainted with the normative concepts of equality, human rights, opportunity, minimum standards and the transformation of the way they were conceived in the New Deal era (comprising the decades of social democracy in Europe, with equality as desired outcome) and in the more recent decades (with global free trade as the key problem solver, and internationalism mainly aimed at providing minimum enabling conditions for individuals in order for them to fruitfully interact with markets). 3) The methodological approach will be that of economic history (dealing with the fundamental structural factors leading from laissez faire to social democratic reform internationalism) and conceptual history (how different key concepts and basic values have been transformed and adapted in the different historical phases taken into account above). 4) Within this framework, a direct knowledge of specific projects, problems and innovations in the field of international Cooperation will also be provided, especially through contacts with international institutions, experts and scholars. Thus, students will be incentivized to contextualise and interpret international cooperation projects in different historical phases, conceptual patterns and geostrategic global scenarios. Thereby, the students will be enabled to detect and analyse the theoretical premises of any given cooperation project, and at the same time to evaluate their expected aims and impact on factual social conditions.

Channel 1

PAOLO BORIONI Lecturers' profile

Program - Frequency - Exams

Course program

Schedule: (minor changes always possible) - First and second week: definition of the course and of Social democracy as an international actor, through among other things P. Borioni, Introduction; about 20 pagesregarding Changing political cultures and strategies of the Socialist International 1950ies-1980ies - James M. Cypher and James L. Dietz, Heterodox theories of economic development - - Third week onwards: further definition of social democratic social and political model and presentations/readings of/about - B. Stråth, The Brandt commission and the multinationals. Planetary perspectives, Routledge 2023, About 300 pages - Following weeks: end March/April onwards - Presentations of students’ assignments in class possible from now on: issues decided and discussed in class - Texts chosen from then book A Modern Guide to uneven economic development, EE - The 2 Essays in the Journal “Humanity”, volume 6,v issue 1, 2015,i.e. New Internatonal Economic Order as compared to Neoliberal views on economic freedom (with reference to Whyte’s book) and Human rights and as compared to Social Democracy - A. Mørkved Hellenes, C. Marklund, Sweden Goes Global: Francophonie, Palme, and the North-South Dialogue during the Cold War - May: presentations and discussions concerning B. Milanovic, The haves and have nots - Final test: if possible a written (strongly recommended but non-mandatory) test in class, last day or the week after course ending: (choice of three questions out of five provided, resulting in 3 medium texts (about 400 words each) to be written in 2 hours time) Test Questions will deal with: P. Borioni, Introduction; about 20 pagesregarding Changing political cultures and strategies of the Socialist International 1950ies-1980ies - James M. Cypher and James L. Dietz, Heterodox theories of economic development - B. Stråth, The Brandt commission and the multinationals. Planetary perspectives, Routledge 2023, About 300 pages - N. Gilman The New International Economic Order: A Reintroduction; - Victor McFarland, The New International Economic Order, Interdependence, and Globalization; about 40 pages

Prerequisites

Fluent English and a good knowledge of global north-global south socio-Economic and historical relations. If the latter is somehow lacking then a readiness in filling the gaps is required

Books

Minor Changes always possible Syllabus Texts: (about 500 pages as a whole) 1) From the Journal Economia & Lavoro n. 2 (2021) - P. Borioni, Introduction; about 20 pagesregarding Changing political cultures and strategies of the Socialist International 1950ies-1980ies 2) B. Stråth, The Brandt commission and the multinationals. Planetary perspectives, Routledge 2023, About 300 pages 3) B. Milanovic, The haves and have nots, Basic Books, 2012, Chosen chapters, also about 100 pages 4) The following articles or chapters From: Journal “Humanity”, volume 6,v issue 1, 2015, issue about New International Economic Order (NIEO), only the following chosen articles. - N. Gilman The New International Economic Order: A Reintroduction; - Victor McFarland, The New International Economic Order, Interdependence, and Globalization; about 40 pages - Chapter 6 From James M. Cypher and James L. Dietz, The Process of Economic Development, Routledge3rd edition 2009. Title of the chapter: Heterodox theories of economic development, from p. 168 to p. 200 And last: A. Mørkved Hellenes, C. Marklund, Sweden Goes Global: Francophonie, Palme, and the North-South Dialogue during the Cold War”, HistoirePolitique [Online], 35 | 2018, Online since 01 June 2018, connection on 10 September 2022. URL: http://journals.openedition.org/histoirepolitique/6297 ; DOI: https://doi.org/10.4000/histoirepolitique.6297 , about 15 pages,

Frequency

At least 70% of the lessons are expected attended unless extremely good reasons are provided. Non attending students are required to study an extra text to be agreed with the professor

Exam mode

An active participation to lessons and discussions in class, plus of course attendance, are very positively considered, provided of course basic knowledge is also present. Written test to be held at the end of the course A written test composed of 3 questions to be chosen out of six. The questions are expected to be answered by writing 3 corresponding short essays in two hours A written test composed of 3 questions to be chosen out of six. The questions are expected to be answered by writing 3 corresponding short essays in two hours. That means 40 minutes per answer. In general, each question is recommended answered according to the following parameters: 1) contextualisation, periodisation, reconstruction of the main features, issues, personalities, organisations, institutions and/or movements implied. All based upon the texts of the syllabus and/or discussions/presentations that have taken place during the course 2) further analysis, comparisons, considerations either based on the syllabus texts or upon other qualified texts and debates or events etc. 3) only after and insofar as the two previous requirements have been met, further and more personal views/analysis can be added and will be positively evaluated Oral test Then an oral test will also be based on the results from the written test. A good written test will lead to an oral test in which the only evaluation will deal with how good the overall grade must be. A medium result at the written test can still lead to a good grade but also to a grade below middle. A bad or below middle result at the oral test implies starting from scratch at the oral exam and studying hard for a good result.

Lesson mode

Ordinary professoral academic lessons consisting of analysis and explanation of complex texts, power point presentations etc. Parts of the programme will also be dealt with through presentations given by the students themselves Lastly, at least one conference with several experts, scholars and decision makers will be offered as a mandatory extra activity