Reform and Revolution: Social and Political Change in Developing Countries

Approaches Seminar in Politics, Rights and Development

Liberal Studies, New York University
TERM Spring 2025
(APR-UF 201 004)
09:30 AM - 10:45 AM M W
70 Washington Sq S (Bobst) Room LL148 Loc: Washington Square
Instructor: Patricio Navia [email protected] www.patricionavia.com
Office: LSP, 726 Broadway, Room 666, 212-995-3728
Office Hours: Mondays 2-4 pm, Tuesdays 3-5 pm
This course is on Brightspace: https://brightspace.nyu.edu/d2l/home/435788

Version of January 5, 2025

This course analyzes theories of social and political change and applies them to 20th and 21st century
reforms and revolutions in developing countries. In most developing nations, political tensions are the
result of efforts to reduce income and wealth inequality. In industrialized nations, issues of redistribution
have also generated tensions. By focusing on the tension between revolution and reform, we study theories
of social, political and economic change and how efforts to bring about change have played out. We
analyze theoretical contributions on the qualities and attributes of democracy and the policies that foster
economic development and social inclusion. As we apply those theories to understanding the social and
political evolution in developing countries, students will be familiarized with the social and political
evolution of different countries since the early 20th century. Students will also learn to understand
theories, develop testable hypotheses and test those hypotheses using historical data.

Students will be able to acquire additional analytical skills and comparative methodology that will be
useful for their junior year experiences and for their fourth-year seminars. We will study theoretical
contributions and analyze them in light of ongoing debates on the qualities and attributes of democracy
and policies that foster economic development and social inclusion. As we apply those theories to
understanding the social and political evolution in developing countries, students will strengthen their
historical background and will be familiarized with the social and political evolution of that region since
the early 20th century.

Students will also learn to understand theories, develop testable hypotheses and test those hypotheses using
historical data. To conduct critical analysis, students must first understand how theories are built and how
they are continuously tested as scholars apply them to real cases. The class will be of interest to those
who want to understand what brings about social and political change and under what conditions the push
for change takes the form of reform and under what circumstances it evolves into revolution.

Required readings (all readings are available at:

https://drive.google.com/drive/folders/1kJbbv1GF6WxotjJAp6xrKzdh2hjchTY3?usp=share_link

• Acemoglu, D. and J. A. Robinson (2005). Economic Origins of Dictatorship and Democracy.

New York, Cambridge University Press.
• Boix, C. and S. C. Stokes (2003). "Endogenous democratization." World Politics 55(4): 517.
• Frank, A. G. (1969). Latin America; Underdevelopment or Revolution? New York, Monthly
Review Press.
• Geddes, B. (2007). What Causes Democratization? The Oxford Handbook of Comparative
Politics. C. Boix and S. Stokes. New York, Oxford University Press: 317-339.
• Giddens, Anthony/ 1984. The constitution of society: Outline of the theory of structuration.
Univ of California Press.
• Huntington, S. P. (1967). Political Order in Changing Societies. New Haven, Yale University
Press.
• Lipset, S. M. (1959). "Some Social Requisites of Democracy: Economic Development and
Political Legitimacy." American Political Science Review 53(1): 69-105.
• Moore, B. (1966). Social Origins of Dictatorship and Democracy. Lord and Peasant in the
Making of the Modern World. Boston, Beacon Press.
• North, D. (1990). Institutions, Institutional Change and Economic Performance New York,
Cambridge University Press.
• North, D. C., J. J. Wallis, et al. (2009). Violence and Social Orders: A Conceptual Framework
for Interpreting Recorded Human History. New York, Cambridge University Press.
• North, D.C., J.J. Wallis, S. B. Webb, B.R. Weingast (2012). In the Shadow of Violence.
Politics, Economics and the Problems of Development. New York: Cambridge University
Press.
• O'Donnell, G. (1979). Modernization and Bureaucratic Authoritarianism. Berkeley,
University of California Press.
• Przeworski, A. and F. Limongi (1997). "Modernization - Theories and facts." World Politics
49(2): 155-&.
• Przeworski, A., M. Alvarez, et al. (2000). Democracy and Development: Political Institutions
and Well-Being in the World, 1950-1990. New York, Cambridge University Press.
• Rajan, Raghuram G., and Luigi Zingales. 2004. Saving capitalism from the capitalists:
Unleashing the power of financial markets to create wealth and spread opportunity. Princeton
University Press.
• Scott, J. C. (1985). Weapons of the Weak. Everyday form of Peasant Resistance. New Haven,
Yale University Press.
• Skocpol, T. (1979). States and social revolutions: a comparative analysis of France, Russia,
and China. New York, Cambridge University Press.
• Tarrow, Sidney. 2011 (1994). Power in Movement. Social Movements and Contentious
Politics. Revised and Updated Third Edition. Cambridge University Press.
• Valenzuela, A. and J. S. Valenzuela (1978). "Modernization and Dependency: Alternative
Perspectives in the Study of Latin American Underdevelopment." Comparative Politics 10(4):
535-557.

Grades
• Class attendance and participation in recitations. Students might be given short quizzes as
well. Attendance is mandatory, in accordance with LS policies. 10% of the final grade.
• Experiential Learning/Paper presentations. Students will need to select a specific country
experiencing a current process of social change (be it a social movement, an electoral process
or a comparable process of political transformation). They will keep track of the events—
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 creating a portfolio of news, reports and other information—and will present their results at
the end of the semester. At the end of the semester, students will need to present their cases in
class (10%).
• There will be two 1500-word papers required during the semester. Each paper will be
assigned for students to critically analyze and discuss the readings assigned for the most recent
three weeks. Students will be required to submit their papers on weeks 4 and 11. Each paper
counts for 20% of the final grade (40%).
• Research Paper (25% of the final grade). Students will be required to work on a research
paper during the semester. During the first four weeks, we will discuss methodological and
research design issues on how to ask relevant questions. The topic of the paper—and the
research question—will be selected on week 5. From weeks 6 to 13, students will work on their
selected topics on reform and revolutionary change experiences. The length of the paper
will be 4500-5000 words. The papers will be written as intended for scholarly publication or
conference presentations. Due on April 21st.
• There will be a take-home final exam that will cover the materials for the entire semester.
15% of the final grade.

Late Assignments:
Late papers will be subject to a 1-letter grade penalty. If a paper is more than 72 hours, there will
be a 2-letter grade penalty. I will not accept late papers beyond 7 days after the deadline.

Attendance Policy:
If you plan to miss any classes for religious observance this semester, please let me know their
dates by the end of the first week of the term. You will not in any way be penalized for such
absences, but I may require you to submit any work due for these classes in advance.

In accordance with program policy: Please furnish me with a written explanation if you miss two
consecutive classes. If you miss more than three classes for reasons besides religious observance,
your class participation grade will fall by 1 letter grade. Be aware that I will contact the Advising
Office to make further inquiries should you miss four consecutive classes. You cannot pass the
course if you miss six consecutive classes for any reason (excluding religious observance). If you
miss more than six (non-consecutive) classes for reasons besides religious observance, you cannot
pass the course.

Submission of Student Work

Unless otherwise specified, all student papers should be submitted electronically through the
Assignments tool in NYU Brightspace. Please note that I may run assignments through Turnitin
at the time of submission. You are responsible for ensuring the readability of your work; electronic
files that I am unable to open will be considered late.

Academic Integrity:
Plagiarism is the word-for-word reproduction of another writer’s work or ideas; paraphrasing
without proper attribution also constitutes plagiarism. Neither will be tolerated in this class. Please
see the discussion of plagiarism in the Academic Integrity Guide for more detailed information.
Penalties for plagiarism range from a failing grade for a paper or a course to dismissal from the
University.
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Plagiarism is not, however, the only form of academic dishonesty: Any violation of or attempt to
circumvent a course, program, or university academic policy is considered a breach of academic
integrity. Examples include, but are not limited to, cheating on an examination; attempting to gain
an unfair advantage over other students on graded work; or facilitating any of these acts on the part
of other students.

In addition, course materials such as syllabi, assignments, and test questions belong to the
instructor and may not be reproduced or shared in any fashion without the instructor’s explicit
written permission; failure to do so without written permission constitutes a punishable breach of
academic integrity.

Should remote instruction become necessary, remote learning on online platforms includes a
commitment NOT to: 1) record video or audio, 2) take screenshots, or 3) quote texts or chats from
the course without explicit consent from the instructor and fellow students. It forbids capturing,
reposting, sharing, or distributing in any form other participants' conversations, opinions, or course
materials (including presentations, quizzes, and exams).

The penalty for plagiarism and other violations of academic integrity in this class is 3-letter grades
reduction in the work plagiarized and the student will be reported to appropriate authorities.

Diversity, Equity, and Inclusion (DEI)

Liberal Studies shares NYU’s commitment to “an inclusive community in which every member
feels they have a rightful place, is welcome and respected, and is supported in their endeavors.”
We expect students to work toward this shared goal. You are invited to bring forward any concerns
about diversity, equity, or inclusion to your instructor, your advisor, or other faculty member. For
further resources that might be useful to you, see https://liberalstudies.nyu.edu/content/nyu-
as/liberalstudies/student-life/diversity-equity-inclusion.html, and NYU’s resource page:
https://www.nyu.edu/students/student-diversity---inclusion.html.

Bias Response Line

The Bias Response Line (BRL) provides a mechanism through which members of our community
may share experiences and concerns regarding instances of bias, discrimination, or harassing
behavior that occur within our community. The BRL is located in the Office of Equal Opportunity
and will be monitored by experienced administrators. NYU students, faculty, administrators, and
staff may report incidents to the BRL by calling 212-998-2277 or emailing
[email protected].

Wellness Exchange
The Wellness Exchange is the University's extensive health and mental health resources designed
to address your needs. You can call a private hotline 212-443-9999, available 24 hours a day, seven
days a week, which will put you in touch with a professional who can help to address day-to-day
challenges as well as other health-related concerns. These might include medical issues, academic
stress, depression, sexual assault, anxiety, alcohol and other drug dependence, sexually transmitted
infections, eating disorders, and others.

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Student Accessibility
Students who believe that they may need accessibility accommodations in this class are
encouraged to contact the Moses Center for Student Accessibility at (212) 998-4980 as soon as
possible to better ensure that such accommodations are implemented in a timely fashion. For more
information, see the Moses Center website: https://www.nyu.edu/students/communities-and-
groups/student-accessibility.html

The Writing Center

Students who feel they could benefit from additional writing help are encouraged to utilize the
NYU Writing Center, which will be open for both remote and in-person consultations.

In-Classroom Safety Protocols

Students must adhere to all NYU safety protocols in the classroom, including mandatory mask-
wearing, social distancing, and completing a daily COVID screener on the day of class. You will
also be assigned a seat for the duration of the term at the beginning of the semester. Please consult
the NYU Returns website, the Classrooms and Classes page, and the Provost’s Communication to
the Faculty for the Fall 21 Semester for further information.

Remote Instruction Contingency Plan

In the event that the university mandates a switch to an all-remote mode partway through the
semester, we will initially plan on meeting as a full class over Zoom during our regularly scheduled
class period. I will email the class as soon as possible to confirm these details and the Zoom link.
Following that first class meeting, further modifications to the weekly schedule during the period
of remote instruction will be posted to NYU Brightspace as needed. A switch to fully remote
instruction will not change the assessment components or percentages on which your final grade
will be based, though it is possible that the format of certain assignments will need to be adapted
for a fully remote environment. Any such modifications will be communicated to the class ahead
of time.

Class Schedule

Week 1. January 22, 2025. Methodological and theoretical issues. Social Change. Democracy
and Economic Development.
*Franzese, Robert J. Jr. (2007) “Multicausality, Context-Conditionally, and Endogeneity” Oxford
Handbook of Comparative Politics, ed. Carles Boix and Susan C. Stokes, pp 27-72.
*Mahoney, James & Villegas, Celso. (2007). “Historical Enquiry and Comparative Politics”
Oxford Handbook of Comparative Politics, ed. Carles Boix and Susan C. Stokes, pp 73-89.
*Gerring, John (2007). “The Case Study: What It Is and What It Does” Oxford Handbook of
Comparative Politics, ed. Carles Boix and Susan C. Stokes, pp 90-122.
*Wood, Elisabeth J. (2007) “Field Research” Oxford Handbook of Comparative Politics, ed.
Carles Boix and Susan C. Stokes, pp 123-146.
*Przeworski, Adam (2007). “Is the science of comparative politics possible?” Oxford Handbook
of Comparative Politics, ed. Carles Boix and Susan C. Stokes, pp 147-171.
*Bates, Robert. (2007). “From case studies to social science: a strategy for political research”
Oxford Handbook of Comparative Politics, ed. Carles Boix and Susan C. Stokes, pp 172-185.
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*Strom, Elinor (2007). “Collective action theory” Oxford Handbook of Comparative Politics, ed.
Carles Boix and Susan C. Stokes, pp 186-208.

Week 2. January 27 & 29, 2025. Social Change. Democracy and Economic Development.
*Lipset, S. M. (1959). "Some Social Requisites of Democracy: Economic Development and
Political Legitimacy." American Political Science Review 53(1): 69-105.
*Lipset, S. M. (1994). "The social requisites of democracy revisited: 1993 presidential address."
American Sociological Review 59(1): 1-22.
*Moore, B. (1966). Social Origins of Dictatorship and Democracy. Lord and Peasant in the
Making of the Modern World. Boston, Beacon Press. Pages: 413-508.

Week 3. February 3 & 5, 2025. Economic determinants of social change.

*Skocpol, T. (1979). States and social revolutions: a comparative analysis of France, Russia, and
China. New York, Cambridge University Press Pages: 1-45, 206-235.
*Scott, J. C. (1985). Weapons of the Weak. Everyday form of Peasant Resistance. New Haven,
Yale University Pres. Pages: 1-47.

Week 4. February 10 & 12, 2025. Political order, the instability of modernization
*Huntington, S. P. (1967). Political Order in Changing Societies. New Haven, Yale University
Press. Pages 1-92.
*Przeworski, A., M. Alvarez, et al. (2000). Democracy and Development: Political Institutions
and Well-Being in the World, 1950-1990. New York, Cambridge University Press pages 1-32, 78-
136.

Week 5. February 18 (Tuesday) & 19, 2025. Social movements and contentious politics.
*Tarrow, Sidney. 2011 (1994). Power in Movement. Social Movements and Contentious Politics.
Revised and Updated Third Edition. Cambridge University Press.

Week 6. February 25 & 27, 2025. Endogenous and exogenous democratization

*Geddes, B. (2007). What Causes Democratization? The Oxford Handbook of Comparative
Politics. C. Boix and S. Stokes. New York, Oxford University Press: 317-339.
*Przeworski, A. and F. Limongi (1997). "Modernization - Theories and facts." World Politics
49(2): 155-&.
*Boix, C. and S. C. Stokes (2003). "Endogenous democratization." World Politics 55(4): 517.

Week 7. March 3 & 5, 2025. Economic determinants of social change I

*Acemoglu, D. and J. A. Robinson (2005). Economic Origins of Dictatorship and Democracy.
New York, Cambridge University Press. Pages 1-172.

Week 8. March 10 & 12, 2025. Economic determinants of social change II

*Acemoglu, D. and J. A. Robinson (2005). Economic Origins of Dictatorship and Democracy.
New York, Cambridge University Press. Pages 173-380.

Week 9. March 17 & 19, 2025. Capitalism and social and economic change.

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*Rajan, Raghuram G., and Luigi Zingales. 2004. Saving capitalism from the capitalists:
Unleashing the power of financial markets to create wealth and spread opportunity. Princeton
University Press.

Spring Break: March 24 & 26, 2025.

Week 10. March 31 & April 2, 2025. Institutions and property rights as determinants of
social change.
*North, D. (1990). Institutions, Institutional Change and Economic Performance New York,
Cambridge University Press. Pages 1-140.
*North, D. C., J. J. Wallis, et al. (2009). Violence and Social Orders: A Conceptual Framework
for Interpreting Recorded Human History. New York, Cambridge University Press. Pages 1-147.

Week 11. April 7& 9, 2025. Institutions and property rights as determinants of social change.
*North, D. C., J. J. Wallis, et al. (2009). Violence and Social Orders: A Conceptual Framework
for Interpreting Recorded Human History. New York, Cambridge University Press. Pages 148-
272.

Week 12. April 14 & 16, 2025. Institutions, Democracy and Political Change.
*North, D. et al. (2013) In the shadow of violence. Cambridge University Press.

Week 13. April 21 & 23, 2025. Paper presentations. Institutions, Democracy and Political
Change.
*Giddens, Anthony.(1984). The constitution of society: Outline of the theory of structuration. Univ
of California Press.

Week 14. April 28 & 30, 2025. Reform and Revolution in Latin America. Paper
presentations.
*Bulmer-Thomas, V. (2003). The Economic History of Latin America since Independence. New
York, Cambridge University Press. Pages 353-409.
*Valenzuela, A. and J. S. Valenzuela (1978). "Modernization and Dependency: Alternative
Perspectives in the Study of Latin American Underdevelopment." Comparative Politics 10(4):
535-557.
*Frank, A. G. (1969). Latin America; Underdevelopment or Revolution? New York, Monthly
Review Press. (Selections)
*O'Donnell, G. (1979). Modernization and Bureaucratic Authoritarianism. Berkeley, University
of California Press.

Week 15. May 5, 2025. Wrap up and paper presentations.

May 12. Final Exam due date.