International development: past, present and future

Aims of the course

This course aims to:
1. Develop a broad factual overview of international development practice and implement;
2. Develop a comprehensive understanding of the debates surrounding the theoretical underpinnings of development practices;
3. Develop a reflexive awareness of the normalised frames of reference we bring to the study, theory and practice of international development.

Content

Since the end of the Second World War, the concept and imperative of ‘development’ has been central to our understanding of the world geopolitically, economically and even culturally.

The history of international development is not, however, simply a one-dimensional history of the facts of how development has been ‘rolled out’. It is also a two-dimensional history of the competing understandings of what ‘development’ is and ought to be: should it be state-led, or market-driven? Should success be measured by economic or social indicators? Does it imply an objectively ethical goal, or is it merely imperialism by other means?

But there is also a third dimension: why do we find ourselves interested in the concept, and preoccupied by the imperative, of international development? As individuals, we come to the topic with a set of presumptions about our capacity to know, about our capacity to act, and about the nature of our very interest in knowing about and acting towards people in contexts far removed from our own society. This third dimension is, in a sense, the broader ‘story’ of development, in which we ourselves are key actors.

In as much as the one-dimensional facts of how development has been rolled out is subsumed within a two-dimensional history of the competing ideas of what exactly is being implemented, that history itself exists in the context of the 3-dimensional story of why we take an interest in it.

The purpose of this course is not to cast a judgment – ie to assess the merits of development as either a concept or imperative. Rather, the purpose is to clarify, in 3 dimensions, the nature of the concept’s relationship to the world, its relationship to itself, and its relationship to we who seek to understand it. That is, to clarify the facts of how it has been implemented, the theories of what it is, and the frames of reference that inform why we care about those theories and facts.

Presentation of the course

It is impossible to project the future of international development without understanding its present, and it is impossible to make sense of its present without understanding its past. This course therefore takes a chronological approach to understanding the development of development. It is a concept that has had a number of evolutions over the decades, each of which emerged as a reaction to the failings – be they internal contradictions or external consequences - of previous iterations.

In taking a chronological approach, this course will establish the full political-economic context of each iteration of the concept of development, before diving into the philosophical content of the theories and world-views involved, before examining the factual consequences of these theories as they were applied to the ‘real world’.

In order to tell this rich, three-dimensional story, which will not only bring us up to the present, but leave the class better equipped to project the future course of international development, the format will be five one-hour lectures. Each will be followed by 15 minutes for questions and discussion.

Class sessions

1. Our Faith in Development: the concept and its origins
In these first two lectures (1a & 1b), we will first explore the idea that the history of international development is best understood as the story of a secular faith. We will then explore how its basic tenets are products of a particular culture and philosophical bearing.

2. The Cold War Era: The Early Years of International Development
In lectures 2a and 2b, we will examine the political and economic circumstance that led to the founding of international development following World War II, and the first truly systematic approach to development that emerged in the 1950s and 1960s.

3. The Development Phoenix: Postcolonial Critiques of Development, and the re-emergence of the Neoliberal Approach
In lectures 3a and 3b, we will examine first the dependency theory critiques of international development that were developed in the 1970s, before moving on to discuss the market-driven approaches that were its hallmark in the 1980s and 1990s.

4. Development in a Multipolar World: post-development critiques, People-centred Development, & The Age of Intervention
Lectures 4a and 4b will review the post-development critiques that emerged in the 1980s and 1990s. It will then explore the new model of development that emerged in the late nineties, before exploring development in the so-called 'Age of Intervention'. Students are encouraged to watch Rory Stewart's TED talk, 'Time to End the War in Afghanistan' before watching lecture 4b (link will be provided on the Virtual Learning Environment).

5. Development and its Current Challenges: Climate Change & China
In lectures 5a and 5b, we will end by discussing the prospects of international development, as constructed by the liberal democracies, in the face of its two major challenges: climate change, and the growing international influence of China.

Learning outcomes

The learning outcomes for this course are
1. To understand the history of international development.
2. To understand the key challenges of international development.
3. To understand our own relationship to the whole topic and imperative of international development, and to think about it critically.

Typical week: Monday to Friday

Courses run from Monday to Friday. For each week of study, you select a morning (Am) course and an afternoon (Pm) course. The maximum class size is 25 students. 

Courses are complemented by a series of daily plenary lectures, exploring new ideas in a wide range of disciplines. To add to the learning experience, we are also planning additional evening talks and events.

Evaluation and Academic Credit 

If you are seeking to enhance your own study experience, or earn academic credit from your Cambridge Summer Programme studies at your home institution, you can submit written work for assessment for one or more of your courses. 

Essay questions are set and assessed against the University of Cambridge standard by your Course Director, a list of essay questions can be found in the Course Materials. Essays are submitted two weeks after the end of each course, so those studying for multiple weeks need to plan their time accordingly. There is an evaluation fee of £75 per essay.

For more information about writing essays see Evaluation and Academic Credit.

Certificate of attendance

A certificate of attendance will be sent to you electronically after the programme.