73289 - International Relations and Development in Africa

Learning outcomes

At the end of the course, the student will have acquired, in a critical manner and with reference to international academic research literature, a good knowledge of the political history of contemporary Africa in its international dimension. In particular, the student will be able to: A) analyze and discuss the main elements of the political development and transformations of the political systems of contemporary African considering the internal, regional and international context; B) analyze and discuss the main factors defining the role and location of Africa in contemporary global politics and international relations; C) analyze and evaluate empirically the development strategies and governance reforms, also in relation to the role of the international policies of the major donors; D) find and arrange documentary and bibliographic sources using libraries, databases and websites, and organize, both verbally and by written essays, the knowledge acquired during the course.

Course contents

The course is organized in two sections (see below for readings and organizations of classes):

Section (A): lectures aimed to introduce students to the key conceptual tools. This section will analyse the relationship between the countries of sub-Saharan Africa and the international community within the framework of the prevailing development issues in the following periods: independence and the Cold War; Washington consensus; democratization; the third millennium and the new international consensus on 'stability' and 'security'.

Section (B): seminar classes for in-depth discussions of the Part A framework in view of a selection of country case-studies in sub-Saharan Africa, and for debating the new research questions that will come to light during classes. The main focus will be the challenges of democracy in the 2000s: they will be examined considering the historical evolution of African political systems in their relationship with the international community.

Readings/Bibliography

For a better understanding of the topics developed during this course unit, it is suggested the preliminary reading of: A.M. Medici, A. Pallotti e M. Zamponi, L'Africa contemporanea, Firenze, Le Monnier-Mondadori, 2017

Programme for students attending classes

Section A (mandatory readings for all):

* A. Pallotti and M. Zamponi, L'Africa sub-sahariana nella politica internazionale, Le Monnier - Mondadori, Firenze, 2010, chapters 1, 2, 3 (only pp. 58-62), 4, 5 (only pp. 89-93), 7, 8, 9, 10; 12, 13 (only pp. 197-202), 14, 17, 18 (only pp. 277-282).

* A. Pallotti, Alla ricerca della democrazia. L'Africa sub-sahariana tra autoritarismo e sviluppo, Rubettino, Soveria Mannelli, 2013: chapters 6 and 7

* A. Pallotti and C. Tornimbeni, “Democracy in sub-Saharan Africa: Historical Legacies, International Pressures and New Political Challenges”, in V. Fargion and M. Gazibo (eds.)., Revisiting EU-Africa Relations in a Changing World, Cheltenham, Glos; Edward Elgar Publishing, 2021, pp. 224 – 239

* R. Abrahamsen, “Discourses of Democracy, Practices of Autocracy: Shifting Meanings of Democracy in the Aid-Authoritarianism Nexus”, in T. Hagmann and F. Reyntjens (eds), Aid and Authoritarianism in Africa: Development without Democracy, London: Zed Books, 2016.

* D. Anderson and J. Fisher, “Authoritarianism and the Securitization of Development in Africa”, International Affairs, 91 (1), 2015.

Section B (1 mandatory reading of your choice):

* A. Pallotti, Alla ricerca della democrazia. L'Africa sub-sahariana tra autoritarismo e sviluppo, Rubettino, Soveria Mannelli, 2013: chapt. 8 (Tanzania) or chapt. 10 (Zimbabwe).

* R. Marshall-Fratani, “The War of "Who Is Who": Autochthony, Nationalism and Citizenship in the Ivorian Crisis”, in S. Dorman, D. Hammett and P. Nugent (eds.), Making Nations, Creating Strangers. States and Citizenship in Africa, Brill 2007

* A.R. Mustapha and L. Whitfield (eds.), Turning Points in African Democracy, Boydell & Brewer, 2010: chapt. 9 (Mozambique) or chapt. 10 (Rwanda and Burundi)

* E.J. Keller, Identity, Citizenship and Political Conflict in Africa, Indiana University Press, 2014: chapt. 7 (Kenya).

* T. Hagmann and F. Reyntjens (eds.), Aid and Authoritarianism in Africa: Development without Democracy, London: Zed Books, 2016: chapt. 3 (Uganda) or chapt. 4 (Ethiopia)

Programme for students non attending classes

(mandatory readings)

* A. Pallotti e M. Zamponi, L'Africa sub-sahariana nella politica internazionale, Le Monnier - Mondadori, Firenze, 2010, capp. 1, 2, 3 (only pp. 58-62), 4, 5 (only pp. 89-93), 7, 8, 9, 10; 12, 13 (only pp. 197-202), 14, 17, 18 (only pp. 277-282).

* A. Pallotti, Alla ricerca della democrazia. L'Africa sub-sahariana tra autoritarismo e sviluppo, Rubettino, Soveria Mannelli, 2013: chapters 6, 7, 8

* A. Pallotti and C. Tornimbeni, “Democracy in sub-Saharan Africa: Historical Legacies, International Pressures and New Political Challenges”, in V. Fargion and M. Gazibo (eds.)., Revisiting EU-Africa Relations in a Changing World, Cheltenham, Glos; Edward Elgar Publishing, 2021, pp. 224 – 239.

* D. Anderson and J. Fisher, “Authoritarianism and the Securitization of Development in Africa”, International Affairs, 91 (1), 2015.

* T. Hagmann and F. Reyntjens (eds), Aid and Authoritarianism in Africa: Development without Democracy, London: Zed Books, 2016: chapter 1 and 3.

Teaching methods

The course provides an integrated structure between class attendance and the students’ preparatory work.

Attending students are required to attend classes after reading in advance the texts related to the Section of the course in which they are engaged. The students will attend classes for 28 hours, and will be supported by the professor in addressing the related readings in advance, particularly for the seminar classes. The two sections will be organized as follows:

- Section (A): 8 lectures (16 hours) by the professor for all students. The latter will be invited to debate the issues of the course programme during the presentation of the professor: students are supposed to formulate and justify their own vision and understanding of the topic of each class.

- Section (B): Students will be organised in two groups. The students of each group will attend 6 seminar classes (12 hours). Each student should be prepared to present one case study following the hypotheses initially formulated by the professor, and all students should be able to reply during presentations and stimulate original insights.

(No more than two absences are allowed both in lecture and seminar classes to be considered as attending students).

Assessment methods

The final exam consists in a written examination on all mandatory readings outlined in the ‘Readings/Bibliography’ section. In particular, the examination will assess:

- the capacity to have developed a scientific method in addressing the proposed topics;

- the knowledge acquired on the key conceptual and historical elements of the course;

- the capacity to develop an in-depth interpretation of the general themes by addressing a selection of case studies;

* Attending students: the final assessment will also take into account the adequate participation in the discussions carried out in class on the basis of the preliminary study of the course readings, especially with regard to the seminar classes. This work allows the attending students to choose one case study (and only one compulsorily) for the final exam.

(No more than two absences are allowed both in lecture and seminar classes to be considered as attending students).

Teaching tools

At the beginning of the lessons the use of search engines and specialized sites for the multidisciplinary study of the course topics will be illustrated.

Classes will be supported by the use of a power point file, which will be updated during the course.

Office hours

See the website of Corrado Tornimbeni