103Y, POL 2003 - 2004 Canada in Comparative Context: BUILDING AND SUSTAINING DEMOCRACY
Instructors
Richard Simeon, [e-mail], SS 3052, Office Hours: MW 9-12 Joe Wearing, [e-mail], SS 3052, Office Hours: M 1:15-2:00; W 5:15-6:00
Teaching Assistants Michelle Bonner Josh Heatley Essyn Emurla Corneliu Bjola Jenn Wallner Sandy Irvine Elisabeth King Agnes Mochama [e-mail] (fall 2003 only) [e-mail] [e-mail] [e-mail] [e-mail] [e-mail] [e-mail] [e-mail]
Course Website http://www.chass.utoronto.ca/pol103y Welcome to the Course How the Course is Designed Assignments Texts Outline and Reading List: First Term | Second Term Welcome to the Course This course, Canada and the Worlds Democracies, is designed to introduce students to the issues, ideas, concepts and approaches to the understanding of politics and government. The focus is comparative. We examine politics and government both in our own country, Canada, and in a wide variety of other settings around the globe. We understand Canada best when we see it in a broader context; and that we can better make sense of politics in other countries when we start off from a familiar base.
We build this course around one of the most important concepts in the lexicon of political science: democracy. Virtually every country in the world claims to be - or aspires to be - a democracy. But the very meaning of the term is often contested; and everywhere democracy has been achieved only after long struggle. Indeed, democracy is on the agenda everywhere. In long established democracies, like Canada, we debate proposals for reform of the electoral system, the Senate, Parliament and political parties, seeking government that is more open, representative and responsive to citizens. The world has also recently witnessed an extraordinary third wave of democracy, as authoritarian regimes in Latin America, Eastern Europe, Asia and Africa have come crashing to the ground, and have given way to more democratic regimes. Here the central question is how to strengthen and sustain them. Everywhere, the powerful forces unleashed by globalization, the internet, and increasing social diversity pose both challenges and opportunities for democratic politics. Our central questions, then, are: o o o o o What is democracy? How do countries make the transition to democracy? What social, economic and institutional forces foster, promote and sustain democracy; what forces threaten it? How do we assess and evaluate the quality of democracy? What reforms can help improve the quality of democracy?
These questions inform our examination of each of the major elements in a political system, from its economic and cultural foundations; to the media, elections and political parties; to political institutions like parliament, executives and federalism; to public policy and the role that government plays in our lives. As political scientists, exploring democracy in different settings, we ask several kinds of questions: Descriptive questions what are the similarities and differences in the form and quality of democracy in different countries? Explanatory questions what explains or helps us account for these differences? Evaluative questions how do we assess and judge the quality and effectiveness of democratic institutions, and make suggestions for reform?
How the Course Is Designed [back to top] Lectures and tutorials The lectures (two hours per week) explore the major issues and ideas in the course. Tutorials (about every two weeks) are equally essential components of the course. They provide an opportunity for students to discuss questions raised by the lectures and readings and to consult with able TAs on essay writing and examination preparation. Most important, they are critical to the completion of the Democratic Assessment, which is the primary student responsibility in the course (see below). Tutorial schedules will be distributed and available on the website. The Democratic Assessment The centrepiece of the course is an assessment of the quality and success of democracy in Canada and in a wide variety of other countries. The tool we will use for this assessment is a comprehensive
questionnaire developed by International-IDEA, an organization devoted to the promotion of democracy around the world. The questionnaire was originally designed as a checklist for citizens in different countries to evaluate the success of their own democracy and to propose reforms. We have adapted it to the needs of this course. The course outline closely follows the questionnaire. In lectures, tutorials and assigned readings, we will explore the background and questions underlying each of its sections. The task for each student is to complete major sections of the questionnaire for Canada, and for one other country. The choice of the second country will be up to each student, with the advice and guidance of a Teaching Assistant. By the end of the year, we expect each student to have achieved a well-rounded portrait of the nature of democracy, the challenges it faces, and the potential for reform in the two countries, together with a broad perspective on democratic politics in a comparative framework. Course Website To assist students in this democratic assessment, we have developed a comprehensive web site, which includes links to a wide variety of sources on individual countries, and on issues central to democracy. Many of these, such as Freedom House, Amnesty International, and Transparency International provide their own assessments of democracy around the world. The Teaching Assistants will also provide advice and guidance in the use of this resource. http://www.chass.utoronto.ca/pol103y Assignments [back to top] Tests and Examinations: One-hour, in-class written test at the end of the first term. Value: 15 per cent. Two hour final examination. Value 35 per cent.
Writing Assignments All written assignments are keyed directly to the Democratic Assessment. The International-IDEA Handbook provides extensive guidance on questions and sources for each topic. The UNDP Human Development Report 2002 has country-by-country statistics for a very wide range of indicators of democracy, governance, equality, and many other social and economic trends, including extensive data on gender-related issues Step one: Country Profile and Topic Selection This first assignment is a key step in your success in and enjoyment of the course. You must choose a country other than Canada that you will learn a great deal about over the year as you complete several assignments related to its level and quality of democracy. You will also choose which of the topics listed below you wish to focus on, in light of their importance to the countrys future. See the democratic assessment questionnaire for detailed guidelines on this selection, and confer with your TA. In 2-3 pages, please indicate why you have chosen this country, and why the DA topics you have selected are important. For each topic, list 2 3 sources of relevant information. These should be academic books or journal articles, not newspaper or magazine articles or web sites. THIS ASSIGNMENT IS WORTH FIVE PERCENT OF YOUR FINAL GRADE. IT IS MARKED ON A PASS/FAIL BASIS. However, the country profile must be approved by your Teaching Assistant before subsequent assignments will be graded.
The profile and topic selection list are due the week of October 28. It is worth 5% of the final grade. Step Two: Filling 0ut the questionnaire The questionnaire covers ten topics divided into three sections. Section 1: The Democratic Society 1) Nationhood and Identity 2) Civil and Political Rights 3) Political Participation 4) The Media in a Democratic Society. Section 2: The Democratic State 5) Free and Fair Elections 6) Democratic Role of Political parties 7) Is Government Accountable? Section 3: Complexities of Democracy 8) Corruption/Military 9) Levels of Government 10) International Dimensions of Democracy. Each student is asked to choose three of these elements. This will require you to complete the questions in the assessment document, and to write 5 -6 page explanation of the judgements you have made, using the democratic assessment questionnaire as your guide. Each of your assessment should compare your country with Canada. See the democratic assessment questionnaire for details. Each assessment is worth 7 per cent of the final grade, for a total of 21 per cent. Step Three: Final Assessment This is a 6-7- page overview and set of conclusions concerning the democratic achievements, challenges and prospects evident in Canada and your other chosen country. This paper should build on the democratic assessments you have already completed. It does not require new research, but should draw on the insights and lessons you have drawn from lectures, readings and discussion in the course. The paper should provide you considered judgement about the quality of democracy in Canada and your chosen country. Value: 14 per cent. Participation in Tutorials. Value: 10 per cent. Summary
The course assignments, then, are as follows: Week of October 27 Country Profile 5% During the year In-Course Assessments 21% (7% each) Week of December 1 Term Test 15% Week of April 5 Final Assessment 14% Full Year Tutorial Participation 10% Exam Period Final Examination 35%
Grading and Late Penalties Written assignments should be submitted to the T.A. in the appropriate tutorial session in the week they are due. After that date, they will be regarded as late, and penalties will begin to be imposed, as outlined below. There will be a penalty of 1% per day late (of the grade for that assignment out of 100%), unless there is evidence (e.g., a doctors note) of significant medical or personal reasons preventing submission on time. Students should not delay consulting TAs or instructors over late or missed assignments. Tutorial leaders will grade all assignments, including a portion of the final examination. The instructors will grade a portion of the final examination, and they will be responsible for the final grades for the course. The instructors are also responsible for resolving disagreements between students and TAs. Disagreements over grading and other issues should always be discussed with the TA before approaching the instructor. The Development of Writing and Research Skills Learning how to write clearly and effectively is among your most important challenges in this and future years. It will stand you in good stead no matter what you choose to do after your undergraduate years are completed. As with the acquisition of other sets of skills, developing your talent at communicating needs practice. The preparation of essays is designed to provide opportunities for you to learn about politics, but it is also intended to give you a chance to improve the way you organize ideas, formulate arguments, and convince your readers. Whatever facts and ideas you have amassed in the process will simply not create much of an impression if they are not put together and articulated well.
Discussions about research and writing will take place in tutorials. Students are strongly urged to consult the Political Science Departments guide to essay writing, available on the Departments web site. For a more complete discussion of writing and researching, you could not do better than to consult Margot Northey & Margaret Procter, Writers Choice: A Portable Guide for Canadian Writers (Scarborough: Prentice-Hall, 1998), available in the Gerstein and Laidlaw (U.C.) libraries, and for purchase at the U. of T. Bookstore and the Womens Bookstore. Texts The following are required texts: IDEA, International IDEA Handbook on Democracy Assessment. The Hague: Kluwer Law International, 2002. IDEA in outline. Larry Diamond and Mark Plattner, eds., The Global Resurgence of Democracy. Baltimore: Johns Hopkins University Press, 1996. GR in outline. Larry Diamond and Marc Plattner, eds., The Global Divergence of Democracy. Baltimore: Johns Hopkins University Press, 2001. GD in outline. FRIDE and the Gorbachev Foundation of North America, Conference on Democratic Transition and Consolidation, Madrid, 2001. Madrid: Siddharth Mehta Ediciones, 2002. Book and enclosed CD. FRIDE in outline. Some readings come from the United Nations Development Programme (UNDP), Human Development Report, 2002. New York: Oxford University Press, 2002. Copies are available at the bookstore, but you may prefer to download the text, for free, from http://www.undp.org/hdr2002/complete.pdf. Canada in Comparative Perspective: Building and Sustaining Democracy. Supplementary readings, prepared by Instructors. All assigned readings not in the above texts are found here. We also recommend that you purchase Iain McLean and Alistair McMillan, The Oxford Dictionary of Politics. Oxford: Oxford University Press. It is an invaluable reference and contains succinct discussions of virtually all the terms and concepts discussed in the course. All are available at The Womens Bookstore, 73 Harbord Street. OUTLINE AND READING LIST * Article available on-line Week One: Introduction (Week of September 8) Orientation of the course: goals and objectives The core theme: democracy and democratization The key tool: the questionnaire on democratic assessment Course organization Use of internet Picking your countries Assignments
Tutorials and TAs PART I. GETTING A FIX ON DEMOCRACY [back to top]
Week Two: What Is and Is Not Democracy? (Week of September 15) Who rules? The one, the few, or the many? Autocracy, oligarchy, democracy. History of an idea: a brief introduction to democratic theory. Non-democratic alternatives. Phillipe C. Schmitter and Terry Lynn Karl, "What Democracy is and is not, in GR, pp. 49-62. Amartya Sen, "Democracy as a Universal Value," GD pp. 3-17. International IDEA, Handbook on Democracy Assessment. Pp. 9-10. UNDP, Human Development Report 2002. Overview, pp. 1-9. Week Three: Images of Democracy (week of September 22) Liberal democracy citizen rights and limited government Representative democracy Direct or participatory democracy Majoritarian versus consensus based democracy Paul Johnston and TC Pocklington, "Democracy and Representative Government" in Pocklington (ed.), Representative Government, 1-31. Larry Diamond, "Three Paradoxes of Democracy", in GR, pp. 110-123. Marc F. Plattner, From Liberalism to Liberal Democracy, in GD, pp. 78-90. Week Four: The Design of Democratic States (Week of September 29) Essential building blocks: Constitution, Bill of Rights, Head of State, Legislature, Executive, Judiciary, amending procedure Unified vs. dispersed authority: responsible parliamentary government vs. checks and balances and the separation of powers The territorial distribution of authority: unitary and federal states The IDEA framework for democratic assessment Arend Lijphart, "Constitutional Choices for New Democracies", in GR, pp.162-174. IDEA, 11-18. Richard Simeon (Coordinator), Constitutional Design, in FRIDE, 27-38. Week Five: The Democratic Challenge around the World/1 (Week of October 6)
Russia and Eastern Europe Asia
Michael McFaul, "One Step Forward, Two Steps Back", GD, in pp. 333-347. ONE of The Dalai Lama, Buddhism, Asian Values and Democracy, GD, pp.1822; OR Francis Fukuyama, Confucianism and Democracy, in GD, pp.23-36.
FIRST TUTORIAL Week Six: The Preconditions of Democracy Week of October 13: Thanksgiving: No class Monday) Democracy and political culture and values Democracy and the economy Democracy and society Democracy and equality Democracy and the international context Democracy and institutional design Samuel Huntington, "Democracys Third Wave" in GR, pp. 3-25. Adam Przeworski, et. al., What makes Democracies Endure? GD, pp. 167-184.
UNDP, Human Development Report 2002. Ch. 2, pp. 51-61.
Week Seven: The Democratic Challenge Around the World/2 (Week of October 20) Africa Latin America Colombia example. *Steven Friedman, "South-Africa: Entering the Post-Mandela Era", Journal of Democracy 10, 4 (1999): 3-18. Abraham F. Lowenthal, Latin America at centurys Turn, in GD, pp. 312-326. Speech by Martin Ziguele, Prime Minister, Central African Republic. FRIDE, 229-232 Week Eight: Transitions to Democracy and Consolidation of Democracy (Week of October 27) The founding of established democracies UK, US, France, Germany Recent democratic transitions Eastern Europe, Africa, Latin America Consolidating democracies Juan Linz and Alfred Stepan, "Toward Consolidated Democracies", in GD, pp. 93-112. Andreas Schedler, What is Democratic Consolidation? in GD, pp. 149-164.
IDEA, 34-45 Examples of Democratic Assessments skim UNDP, Human Development Report 2002. Ch. 1. pp. 13-49, esp. 13-16 and Appendix 1.1, Measures of Democracy and Civil Rights. Skim. Democratic Assessment: hand in country profile PART TWO: ASSESSING DEMOCRACY [back to top] Week Nine: Citizenship, Identity, Community (Week of November 3) Question: "Is there a common agreement on citizenship without discrimination?" Discussion of Democratic assessment 1. Three levels of citizenship: legal, political, social Recognizing, accommodating, and managing diversity o o o Language, region, Aboriginal peoples and multiculturalism in Canada Challenges to democracy in other divided societies Institutional and political strategies for managing diversity
Political and economic equality IDEA, 67 76. Alain-G Gagnon, "Canada: Unity and Diversity", in Michael ONeill and Dennis Austin (eds.), Democracy and Cultural Diversity. Oxford: Oxford University Press, 2000, 12-26. UNDP, Human Development Report 2002. Box 3.4, Quotas Make a Difference in Womens Participation. P. 70. IDEA 125-130
Matthew Mendelsohn, Birth of a New Identity. The Globe and Mail, 9 June 2003.
Week Ten: Civil Society and Popular Participation: Citizens in Politics (Week of November 10) Question: "Is there full citizen participation in public life"? :What values and cultural patterns are necessary to sustain democracy? Discussion of Democratic assessment 3 Citizens in politics: activists, voters, spectators, or out of the loop? Mobilizing to reshape the agenda: social movements Voluntary associations and networks: building trust Bowling Alone: the erosion of civil society? The decline of deference?
Influencing public policy: interest groups Grzegorz Ekiert (Coordinator), Strengthening of political and social pluralism, FRIDE, 107-122. Robert Putnam, "Bowling Alone: Americas Declining Social Capital", in GR, pp. 290303 Susan Pharr, et. al., A Quarter-Century of Declining Confidence, in GD, pp. 291-311.. IDEA, pp. 125-130 Marysa Navarro, "The Personal is Political: Las Madres de la Plaza de Mayo", in S. Eckstein, (ed.), Power and Popular Protest: Latin American Social Movements. Berkeley: University of California Press, 1989, 241-58. A Generation Redefines Civic Society. The Globe and mail, June 20, 2000. at
http://www.theglobeandmail.com/servlet/story/RTGAM.20030620.cancivic/BNSt ory/SpecialEvents3/
Week Eleven: Representative and Accountable Government I: Free and Fair Elections (Week of November 17) Question: "Do elections give the people the control over their governments indicated by democratic theory?" Discussion of Democratic assessment 5 How are votes counted? Plurality, majority and proportional electoral systems. How do elections matter? Why has turnout been falling in recent elections in many
countries?
How representative are governing institutions? Should Canada reform its electoral system? Jorgen Elklit and Palle Svensson, What makes Elections Free and Fair? in GD, pp. 200214. IDEA, 96-101 Guy Lardeyret, "The Problem with PR", in GR, pp. 175-80. OR Arend Lijphart, "Double-Checking the Evidence" in GR, pp. 187-93. IDEA, "Voter Turnout: A Global Survey". Available at http://www.idea.int/voter_turnout/voter_turnout.html Law Commission of Canada, Renewing Democracy: Debating Electoral Reform in Canada. http://www.lcc.gc.ca/themes/gr/er/discussion_paper/loc.asp. Week Twelve: Representative and Accountable Government II: Political parties (Week of November 24) Question: "Does the party system assist the workings of democracy?" Discussion of Democratic assessment 6
Are political parties a necessary feature of democratic government?
How important is democracy within parties? Do leaders have too much power?
How should parties in a democracy be financed? Recent challenges to political parties IDEA, 101-105, 118 Scott Mainwaring, Party Systems in the Third Wave, in GD, pp. 185-199. John Meisel and Matthew Mendelsohn, "Meteor? Phoenix? Chameleon? The Decline and Transformation of Party in Canada", in Hugh Thorburn and Alan Whitehorn (eds.), Party Politics in Canada. Toronto: Prentice-Hall, 2001, 163-78.
Reform of Election Financing: Canada, Great Britain and the United States. Electoral Insight 4, 1 (May 2002). Pp. 2-21.
Week Thirteen: Term Review and Christmas Test. (Week of December 1 ) [back to top]
Week Fourteen: The Media in Democracy Week of January 5) Question: Do the media operate in away that sustains democratic values? How independent from government interference are the media around the world? Do the media shape public opinion and set the agenda? Who owns and controls the media? Do the economics of the media affect their role as suppliers of information? IDEA, 120-123 CBC, In depth, Media ownership in Canada Reporters Without Borders. Worldwide Press Freedom Index. www.rsf.org F. J. Fletcher and R. Everett, The Media and Canadian Politics in an Era of Globalization, in Canadian Politics in the 21st Century. Scarborough: Nelson Canada. pp.381-402. Richard Gunther and Anthony Mughan, The Political Impact of the Media: A reassessment. In Democracy and the Media. Cambridge: Cambridge University Press, 2000. pp. 402-447 Week Fifteen: Citizen Rights and the Role of the Courts (Week of January 12) Questions: "Are civil and political rights equally guaranteed to all? "Are state and society consistently subject to the law?" Discussion of Democratic assessment 2 The role of Bills or Charters of Rights and Freedoms
International human rights initiatives The idea of the rule of law Judges and courts as interpreters and enforcers of rights Judicial independence Are judges too powerful: The judicialization of politics? IDEA, 77 85 H. Kwasi Prempeh, A New Jurisprudence for Africa, in GD, pp. 260-274. Radha Jhappan, "The Charter and the Judiciary" in Michael Whittington and Glen Williams (eds.), Canadian Politics in the 21st Century. Scarborough: Nelson Canada, 21749.
Week Sixteen: Economic and Social Rights (Week of January 19) Question: Are economic and social rights equally guaranteed to all?" What role for government in social security, health, education, housing and the like? Growth of the welfare state and current challenges to it. Should social rights be guaranteed in a constitution and enforceable by courts? Competing views about the role of government: neoliberalism and social democracy. Equality and democracy IDEA, 86-95. David Beetham, Democracy and Human Rights. Cambridge: Cambridge University Press, 1999, 115-135. James J. Rice and Michael J. Prince, Changing Politics of Canadian Social Policy. Toronto: University of Toronto, 2000, 110-129. UNDP, Priorities in Public Spending, p. 207. Week Seventeen: Effective Government: Political Executives (Week of January 26) Question: "Is government responsive to the needs of is citizens?" Political executives; Presidents and Prime Ministers. Is a prime ministerial or presidential system better for a democracy? Does party discipline make the Canadian Prime Minister too powerful? State capacity and capacity building: humans, financial and information resources. IDEA, 129-134. Michael S. Whittington, "The Prime Minister, Cabinet, and the Executive Power in Canada", in Michael Whittington and Glen Williams (eds.), Canadian Politics in the 21st
Century. Scarborough: Nelson Canada, 2000, 31-54. Is the Prime Minister Too Powerful? In Cross-Currents: contemporary Political Issues. 4th ed. Scarborough: Nelson Canada, 2000. pp.186-220. Juan Linz, The Perils of Presidentialism, in GR, pp. 124-142. Week Eighteen: Representative and Accountable Government III: Legislatures and Accountability (Week of February 2) Question: "Is government accountable to the people and their representatives?" Discussion of Democratic assessment 7 Parliamentary vs. Congressional government What is the rationale for an Upper House in a democratic legislature Legislatures: initiation, amendment, scrutiny of legislation Legislative oversight of executive and bureaucracy Access to information Reforming parliaments IDEA, 104-111 Bolivar Lamounier (Coordinator), The Legislature and its Relations with the Executive, FRIDE, 39-52. Michael M. Atkinson and David C. Docherty, "Parliament and Political Success in Canada", in Michael Whittington and Glen Williams (eds.), Canadian Politics in the 21st Century. Scarborough: Nelson Canada, 2000, 5-30. Week Nineteen: Reading Week (Week of February 9) [back to top] Week Twenty: Public Policy and the Role of the State (Week of February 16) Making public policy: what role for citizens? Changing roles of government Judith Maxwell, "Towards a Common Citizenship: Canadas Social and Economic Choices," Canadian Policy Research network, January 2001. Find at www.cprn.com/cprn.html D. Kaufman, Aart Kraay and Pablo Zoido-Lobaton, ""Governance Matters: From Measurement to Action," World Bank, 2001. Find at www.worldbank.org/wbi/fandd_english.pdf
Week Twenty-one: Civilian Control of the Military and Police (Week of February 23) Questions: "Are the military and police forces under civilian control? Are public officials free from corruption?"
Discussion of Democratic assessment 8. The military in politics To serve and protect? Managing the police The problem of corruption kleptocracy? Ethical guidelines for politicians and public servants Ensuring a responsive, responsible bureaucracy. Rut Diamant (Coordinator), The Armed Forces and Security Forces, FRIDE, 79-89. Susan Rose-Ackerman (Coordinator), Anti-Corruption Measures, FRIDE, 63-78. IDEA, 111-120.
Richard H. Kohn, How Democracies Control the Military, in GD, pp. 275-288.
Donald Sorochan, "The APEC Protest, the Rule of Law, and Civilian Oversight of Canadas National Police Force, in W. Wesley Pue, Pepper in Our Eyes. Vancouver: UBC Press, 2000, 57-76. Week Twenty-two: Decentralization, Democracy and Local Politics I (Week of March 1) Question: "Are decisions taken at the level of government that is most appropriate for the people affected?" Discussion of Democratic assessment 9 Decentralization, democracy and good governance Challenges of the global city Urban reform in Canada? Katherine A. Graham, Susan D. Phillips with Allan M. Maslove, Urban Governance in Canada. Toronto: Harcourt Brace & Company, 1998, 65-89. The Greater Toronto Charter. www.torontocharter.com. Richard Stren, Decentralization After 2000: False Start or New Dawn? 2002. IDEA, pp. 131-135. Week Twenty-three: Decentralization, Federalism and Local Politics II: Federalism and Democracy in Divided Societies (Week of March 8) Canada: Recognizing nations, regions and Aboriginal peoples Canada: divided federalism Is federalism a solution in other divided societies? Spain, the UK, Belgium, India. Intergovernmental relations and democratic deficits. Alain-G Gagnon, "The Political Uses of Federalism", in Michael Burgess and Alain-G. Gagnon (eds.), Comparative Federalism and Federation. Competing Traditions and
Future Directions. London, Harvester, 1993: 15-44. Alfred Stepan, Federalism and Democracy: Beyond the U.S. Model, in GD, pp.214-230. *James Manor, "India Defies the Odds: Making Federalism Work", Journal of Democracy 9: 3 (1998), 21-35. Week Twenty-four: Globalization and Democracy (Week of March 15) Question: "Are the countrys external relations conducted in accordance with democratic norms and is it itself free from external subordination?" Discussion of Democratic assessment 10 Globalization and democracy in the nation-state Democracy and human rights at the global level Seattle, Prague and Quebec City: Citizens against globalization? IDEA, 135-143. Benjamin Barber, "Can Democracy Survive Globalization?" Government and Opposition, 35, 3 (Summer 2000), 275-301. Held, David. "The Changing Contours of Political Community: Rethinking Democracy in the Context of Globalization". In Global Democracy: Key Debates, ed. Barry Holden. London: Routledge, 2000, 17-31. UNDP, Chapter 5, 101-121. Ulrich Beck, "Democracy Beyond the Nation State," Dissent, Winter, 1999. Pp. 53-55. Week Twenty-five: The Future of Democracy/1 Advance and Retreat Democracy in the Developing World (Week of March 22) Can democracy be imposed from outside: Lessons of post-colonialism; postwar Germany and Japan What hope for democracy in Iraq or Afghanistan? Democratic advance or democratic retreat? Speech by President Clinton. FRIDE, 207-222. Jacques Rupnik, "The Post-Totalitarian Blues", in GR, pp. 327-332.. Larry Diamond, Is the Third Wave of Democracy Over? In Diamond, Developing Democracy: Toward Consolidation, Baltimore: Johns Hopkins University Press, 1999. 2463. Special Report: Re-building democracy in Iraq. The Economist (19 April, 2003), pp. 1719.
Week Twenty-six: The Future of Democracy/II. Challenges to democracy in Canada and other developed countries. (Week of 29 March)
Theres no such thing as a perfect democracy. What are the challenges to democratic politics in Canada and other advanced democracies Can our democracy be deepened and broadened, and if so, how? Janine Brodie and Linda Trimble, eds. Reinventing Canada: politics of the 21st Century. Toronto: Prentice Hall, 2003. pp. 1-15. David Beetham, et. al., Democracy Under Blair: A Democratic Audit of the United Kingdom. Available at http://www2.essex.ac.uk/human_rights_centre/news/audit.Audit%20Essex.pdf. Democracy Action Project, How the War on Terrorism Undermines Democracy. http://www.ips_dc.org/demsum/dogwed.pdf
Week Twenty-seven. Conclusions (Week of April 5) What have we learned from the course? Studying political science at the University of Toronto