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University of Edinburgh

Graduate School of Social and Political Science

Course Handbook 2013 – 2014

Urban Development

(PGSP11368)

Key Information

Course Organiser Dr Jamie Furniss jamie.furniss@ed.ac.uk 5.22 Chrystal MacMillan Building Guidance and Feedback Hours: Tuesdays 16.10 – 18.10, or appointment

Meeting time & Location

Semester 2 Tuesdays, 14.00 – 16.00 2.3, 22 Buccleuch Place

Assessment deadlines • Weekly, beginning Week 1 (13 Jan): 1 page (max) reading summary, due at the beginning of every meeting

• 10 Feb (Week 5): presentations of fieldwork strategy/methods + feedback

• 3 Mar (week 7): Group project presentations • 10 Mar (week 8): Individual Essay outline due (Submission via

LEARN by beginning of class) • 17 Mar (week 9): Peer-review two other group members' essay

outlines (Submission via LEARN by beginning of class) • 8 April, noon: Final essay due (submitted to ELMA)

Description

For the first time in history, more people live today in cities than rural settings. The challenges—like earning money, getting transport, dealing with waste & sanitation, finding housing—with which the urban environment confronts its residents, and by extension planners, development practitioners, public decision-makers and academics, are often different in nature and scale from those encountered in the rural milieu. This optional course, designed for students whose first degrees are in a variety of disciplines but who share a common interest in cities in the 'global south,' is an introduction to some of the key development-related issues to which they give rise.

Aims & Learning Outcomes

By the end of this course, group members will:

• Demonstrate in-depth knowledge of the main trends of urbanisation, rural-urban mobility, and population growth that, over the last century, have transformed many cities of the global south;

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• Critically understand the differences between the urban and rural environments from a development perspective, while avoiding false or misleading dichotomisations;

• Articulate a theoretically informed interpretation of the urban fabric and be capable of applying it to concrete contemporary and historical examples of 'transforming projects' in order to critique and evaluate their content in symbolic and semiotic terms;

• Identify several contemporary processes of urban development and the forms of the built environment to which they give rise; possess critical awareness of the inequalities which these (re-)produce, conceal, or exacerbate;

• Possess a subtle, empathetic, and ethnographically informed understanding of several important facets of the lives of the urban poor; be capable, in the future, of approaching new problems and issues in urban development in a manner that integrates features, terminology and conventions of the discipline of anthropology;

• Review competing models for the provision of urban services and be critically aware of the manner in which they are not merely technical but also political choices; conceive of and articulate thoughtful arguments both for and against competing models;

• Take significant responsibility for their own work and learning, as well as for that of others with whom they collaborate in peer relationships; exercise substantial autonomy in the assessment of such work in order to develop their capacity to be effective, independent lifelong learners and practitioners;

• Communicate effectively in writing and orally on course topics to an audience consisting of both peers and more senior specialists (the course convener); this includes appropriate use of technology to support and enhance communication

How much work this course requires of you and how your effort should be allocated

This is a 20 credit course. Under the SCQF framework, one Credit Point represents a minimum of 10 learning hours. It is thus expected that you invest a minimum of 200 hours to complete the combined learning activities for this course.

You will note, however, that the group meets only 10 times over the course of the semester, for two hours at a time, for a total of only 20 hours of classroom 'contact' time. Thus, most of the time and work you will put into this class—and most of the learning you can expect to get out of it—will be outside of classroom hours, on your own. This course is designed around the assumption that the time spent in classroom meetings represents at most 10% of the total effort you will invest.

You must read extensively in preparation for all meetings. Class meetings, which will favour a seminar format, are waymarkers and guides along the path of an independent and self-driven learning experience. They are not a substitute for but a complement to the reading, and they will not cover all 'required' material (anyway, this course is not assessed by exam).

The following table is indicative of how group members should plan to organize their time over the semester:

Study activity Weekly commitment

Total commitment

Face-to-face teaching-learning activities 2 h 20 h

Regular weekly readings & summaries prior each meeting 6-8 h 60-80 h

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Group project Once only 40 - 50 h

Research and writing of summative essay ? 60 - 80 h

Total = Approx 200h

Communicating outside of class meetings

Group members are strongly encouraged to join and make active use the course Facebook page:

https://www.facebook.com/groups/1509918672619600/

At the end of each meeting, group members are invited to provide immediate feedback on the course’s progression via the course organizer's suggestion box.

Outside of meetings, group members are invited to drop in to discuss any matter with the lecturer during office hours, or at other times by appointment.

Regarding email: all students are provided with email addresses on the university system. This is the ONLY email address we shall use to communicate with you. ‘Private’ email addresses such as yahoo or hotmail will not be used. It is therefore essential that you check your university email regularly.

Assessment & Feedback

(Or, what you will be graded on, how the grade will be determined, and how you will be given information allowing for improvement)

The philosophy behind it all

This course’s assessment and feedback strategy has been designed to achieve two mains aims. First, it attempts to leverage the ‘motivational’ properties of grades to structure the learning process, especially to guide group members with respect to outside of class time allocation. To that end, a significant part of the grade (20%) will be determined by participation. The goal of the formula used for determining the participation grade, outlined below, is to motivate each group member to 1) invest in weekly reading prior to class and 2) to work collaboratively with peers. It is not an 'attendance' grade (although attendance is part of it).

Second, the assessment and feedback strategy aims to provide information about group members’ progression at frequent and timely intervals. To achieve this, I ask that we work together, and that we each make the following commitments:

My commitment, as course organizer, has been to shift the structure of the course away from the ‘traditional’ model of a few major pieces of feedback (or one!) at the end of the course (i.e. when it is too late to do much with it) to more numerous, but smaller, ones given prior to the final summative assessment. Assessment and feedback will thus occur over the whole length of the course, starting in week 2, with the aim of providing the bulk of it while the course is still running.

I would like you, for your part, to commit to thinking broadly about what constitutes feedback and how you can use it. Although you will get grades and written comments justifying them on your final assessment, feedback does not come just—or even primarily—on marking sheets. It comes in large part from processes, activities and experiences that provide regular information concerning your progress, which you then use to revise your intellectual approach toward the material and your level of discipline/work. In that sense, class meetings are a regular weekly feedback session on your learning since regularly confronting your disciplined self-reflection on readings with those of the course Convenor and your peers in the course of discussion allows

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you to see if you 'get' the readings the way others do. This gives you a sense of whether your interpretations are shared, and if not, obliges you to defend your take, or revise your approach from one week to the next.

If you need or feel you would benefit from some individualized/private feedback or coaching in verbal form, I am always happy to see students during my office hours or by appointment in order to discuss class assignments, readings, ideas, or your general progression in the class in greater detail, on a 1-on-1 basis.

Peers are critical source of feedback too, and you need to learn to leverage them in order to get feedback on work before it reaches its final version (at which point feedback is already, in a sense, too late). At the same time, giving feedback makes you see your own work differently, and obliges you to think critically about what does and does not work. To that end, peers have been formally incorporated into both feedback and assessment processes. This reflects the conditions under which people produce work outside the university. In order to become an effective independent, lifelong learner and practitioner, one must develop the capacity to make judgments about one's own work and that of others (not just to receive feedback, but to formulate it also).

The details of how it will work

A group member’s final grade will be arrived at on the basis of:

1. Participation (20%)

The 20% total is made up of two components, as outlined below:

a. Weekly reading summaries & in-class discussion (10%)

The foundation for the learning in this course—and therefore the basic building block of a group member’s grade—is close, critical reading of scholarly literature prior to weekly meetings, every week. To help ‘inspire’ the not insignificant discipline this requires, submission of a maximum one page critical summary of your choice of one core reading per week is mandatory. This is due in printed form each week at the beginning of the meeting, starting the very first week. Group members are entitled to two ‘passes’ per semester, i.e. non-submission without prejudice to their mark for this aspect of the course.

In each week you submit a reading summary, be prepared to engage in a brief or extended dialogue regarding the reading. Group members will not be called upon in every week they submit a reading summary, but can expect to contribute in this fashion on several occasions throughout the semester.

In these dialogues be prepared to, first, outline the key factual and analytic dimensions of the reading in a way that is accessible and beneficial to group members who may have not have read the text in the same detail and, second, to engage critically with the author’s ideas and arguments.

The first 10% of the participation grade will be determined by the course convener on the basis of a holistic assessment of 1) group members’ regularity in submitting reading summaries and 2) the extent to which their oral contributions during meetings satisfy the two aforementioned criteria (accurate characterization and critical engagement).

Please note: even if it is not required that they all be summarized, and group members will only be called upon with respect to the one reading they have chosen (you are welcome to intervene in the discussion about other readings, if you so choose), it is an expectation that group members will read and gain a 6-8 hours worth of core readings before class each week, i.e. do most or all of the core readings.

b. Peer review exercise (10%)

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The second 10% of the overall 20% participation grade will be for your peer-review of two other group members' essay outlines. In this course each student sets their own essay topic and submits an outline with the following elements:

- an essay title

- a statement of the argument to be made (ideally in answer to a question you have formulated explicitly).

- a short outline (min. 200 and max. 400 words)

- a draft structure of the essay in sections (can be separate or combined with the outline)

- a preliminary literature list with at least 5 references to academic publications relevant for the essay topic, which you will have located through your own research (do not just reproduce 5 course outline references)

Once each group member has submitted this outline, it will be reviewed anonymously by two other group members who will be expected to provide a maximum 1 page constructive critique of the outline. Details of the expectations will be provided in class.

N.B. Participation grades will be distributed along the 0-100 scale in the normal fashion, applying the same marking descriptors used for the summative essay.

2. Group project/presentation (30%)

Group members will be asked to complete a project in collaboration with 4-5 of their peers, (exact numbers will depend on the total number of people registered in the course).

The type of group project—which should involve fieldwork in Edinburgh—will be discussed and agreed in class.

Groups will have an opportunity in week 5, just prior to innovative learning week, to give a overview presentation on their topic and proposed methodology. This presentation is without prejudice to the final grade and is aimed at providing collective feedback in order to improve the project's execution the following week.

The mark for this component will be arrived at on the basis of a formula that blends ‘process’ and ‘outcome’.

Outcome

All members of the presenting group share the same grade for the ‘outcome’ portion of the assessment.

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The outcome is assessed on the basis of a presentation made in class, with the grade being given by other group members.

N.B. This is not a 'norm-referenced' assessment (one that ranks each group against the performance of others in the same cohort). Every group may get the same grade.

Process

Each individual group member's final grade will be the product of their group's outcome grade and a multiplier reflecting their individual contribution to the process of producing the presentation. The process multiplier is determined on the basis of peer assessment, with group members assessing each person's relative contributions to the collective output. This aspect of the assessment will be made anonymously using an online tool.

Group members whose contribution is considered 'average' will be awarded the group outcome grade. Group members having made above or below 'average' contributions will see their grade adjusted upward or downwards, producing a grade distribution of this kind:

You may give all team members the same mark, either because that is how you see it, or because you have made a pact in advance. Bear in mind, however if you make a pact, there is no guarantee that the others will abide by it, since the submission is anonymous. I would encourage you to ‘tell it as you see it.'

3. Essay of maximum 2500 words (50%)

Topic

The topic of this essay is to be decided upon by the author him or herself. Each author will put together a short outline of the essay, as described above, receive peer feedback, then have the opportunity to revise and narrow their focus on the basis of the feedback received.

How the essay will be assessed

The Essay will be given a mark on the basis of a holistic assessment of the assignment, in application of the marking descriptors (see below)

Please consult the marking descriptors and bear them in mind as you complete your assignment.

However, for additional guidance, the following criteria will be applied in marking:

• Does the assignment address the question set, and with sufficient focus?

• Does the assignment show a grasp of the relevant concepts and knowledge?

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• Does the assignment demonstrate a logical and effective pattern of argument?

• Does the assignment, if appropriate, support arguments with relevant, accurate and effective forms of evidence?

• Does the assignment demonstrate reflexivity and critical thinking in relation to arguments and evidence?

• Is the assignment adequately presented in terms of: correct referencing and quoting; spelling, grammar and style; layout and visual presentation.

GRADUATE SCHOOL of SOCIAL AND POLITICAL SCIENCE

Postgraduate marking scheme

Mark Description

90-100% (A1)

Fulfils all criteria for A2. In addition is a work of exceptional insight and independent thought, deemed to be of publishable quality, producing an analysis of such originality as potentially to change conventional understanding of the subject.

80-89%

(A2)

Outstanding work providing insight and depth of analysis beyond the usual parameters of the topic. The work is illuminating and challenging for the markers. Comprises a sustained, fluent, authoritative argument, which demonstrates comprehensive knowledge, and convincing command, of the topic. Accurate and concise use of sources informs the work, but does not dominate it.

70-79% (A3)

A sharply-focused, consistently clear, well-structured paper, demonstrating a high degree of insight. Effectively and convincingly argued, and showing a critical understanding of conflicting theories and evidence. Excellent scholarly standard in use of sources, and in presentation and referencing.

60-69% (B)

Good to very good work, displaying substantial knowledge and understanding of concepts, theories and evidence relating to the topic. Answers the question fully, drawing effectively on a wide range of relevant sources. No significant errors of fact or interpretation. Writing, referencing and presentation of a high standard.

50-59% (C)

Work which is satisfactory for the MSc degree, showing some accurate knowledge of topic, and understanding, interpretation and use of sources and evidence. There may be gaps in knowledge, or limited use of evidence, or over-reliance on a restricted range of sources. Content may be mainly descriptive. The argument may be confused or unclear in parts, possibly with a few factual errors or misunderstandings of concepts. Writing, referencing and presentation satisfactory.

40-49% (D)

Work which is satisfactory for Diploma. Shows some knowledge of the topic, is intelligible, and refers to relevant sources, but likely to have significant deficiencies in argument, evidence or use of literature. May contain factual mistakes and inaccuracies. Not adequate to the topic, perhaps very short, or weak in conception or execution, or

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fails to answer the question. Writing, referencing and presentation may be weak.

30-39%

(E)

Flawed understanding of topic, showing poor awareness of theory. Unconvincing in its approach and grasp of the issues. Perhaps too short to give an adequate answer to the question. Writing, referencing and presentation likely to be very weak. A mark of 38/39 may indicate that the work could have achieved a pass if a more substanbtial answer had been produced.

20-29% (F)

An answer showing seriously inadequate knowledge of the subject, with little awareness of the relevant issues or theory, major omissions or inaccuracies, and pedestrian use of inadequate sources.

10-19% (G)

An answer that falls far short of a passable level by some combination of short length, irrelevance, lack of intelligibility, factual inaccuracy and lack of acquaintance with reading or academic concepts.

0-9% (H)

An answer without academic merit; conveys little sense that the course has been followed; lacks basic skills of presentation and writing.

Some general notes on expectations for this essay

This summative essay is by no means an exposition of everything you will know or have learned by the end of the semester. It should be a subtle and informed argument in favour of a clearly defined position. You must use—rather than display—your knowledge, engage critically with pertinent literatures, and mobilise the facts of specific empirical situations (referring to ethnographic evidence) in order to persuade readers. It is senseless to try to repeat the course organizer’s points of view or to try to address what you believe he might say about the chosen topic. It is not your command of the course material that is being assessed as such—although mastery of the course material, as well as material gleaned from additional reading, is critically important—but rather your ability to engage critically and analytically with literature in the field, and build upon relevant concepts and theory in order to cogently articulate your position. There are no ‘correct’ and ‘incorrect’ answers, but there are well-reasoned and poorly-reasoned answers.

Essay Submission

The final essay is to be submitted using ELMA by 12.00 noon, Wednesday 8th April 2015.

Submission and Return of Coursework Coursework is submitted online using our electronic submission system, ELMA. You will not be required to submit a paper copy of your work. Marked coursework, grades and feedback will be returned to you via ELMA. You will not receive a paper copy of your marked course work or feedback. For information, help and advice on submitting coursework and accessing feedback, please see the ELMA wiki at: https://www.wiki.ed.ac.uk/display/SPSITWiki/ELMA. Further detailed guidance on the essay deadline and a link to the wiki and submission page will be available on the

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course Learn page. The wiki is the primary source of information on how to submit your work correctly and provides advice on approved file formats, uploading cover sheets and how to name your files correctly. When you submit your work electronically, you will be asked to tick a box confirming that your work complies with university regulations on plagiarism. This confirms that the work you have submitted is your own. Occasionally, there can be technical problems with a submission. We request that you monitor your university student email account in the 24 hours following the deadline for submitting your work. If there are any problems with your submission the Course Secretary will email you at this stage. We undertake to return all coursework within 15 working days of submission. This time is needed for marking, moderation, second marking and input of results. Feedback for coursework will be returned online via ELMA on dd/mm/yy* If there are any unanticipated delays, it is the Course Organiser’s responsibility to inform you of the reasons. All our coursework is assessed anonymously to ensure fairness: to facilitate this process put your Examination number (on your student card), not your name or student number, on your coursework or cover sheet. Penalties for Late Submission All deadlines for submission are at 12 noon prompt, and submitting even a minute after that deadline will incur a penalty. If you miss the submission deadline for any piece of assessed work, 5 marks will be deducted for each calendar day, or part thereof that work is late, up to a maximum of five calendar days (25 marks). After that, a mark of 0% (zero) will be given. It is therefore in your interest always to plan ahead, and if there is any reason why you may need an extension, you should refer to your Programme Handbook for this process in advance of the deadline. Please note that a mark of zero may have very serious consequences for your degree, so it is always worth submitting work, even if late. Penalties for Incorrect Submission You should follow the submission procedures that are provided in an email from the course Learn page, before each submission, to ensure your coursework is submitted in the correct format. If you have any queries, you should contact the Course Secretary before the submission deadline. Any submission made incorrectly will incur a 5 mark penalty for each calendar day, or part thereof that the corrected version is not uploaded, up to a maximum of five calendar days (25 marks). After that, a mark of 0% (zero) will be given. Penalties for Exceeding the Word Length All coursework submitted by students must state the word count on the front. All courses in the Graduate School have a standard penalty for going over the word length (if you are taking courses from other Schools, check with them what their penalties are):

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If you go over the word length, 5% of the total marks given for that assignment will be deducted, regardless of by how much you do so (whether it is by 5 words or by 500!). This deduction will take place after any other potential penalty has applied. For example, if any essay gets 78 but is 2 days late and 100 words too long, the final mark will be (78-10) x 0.95 = 64.6, which is rounded up to 65. Word length includes footnotes and endnotes, appendices, tables and diagrams, but not bibliographies. Given that footnotes and endnotes are included, you may wish to use a short referencing system such as Harvard. Academic Misconduct in Submission of Essays Coursework submitted to the Graduate School will be regarded as the final version for marking. Where there is evidence that the wrong piece of work has been deliberately submitted to subvert hand-in deadlines - e.g. in a deliberately corrupted file - the matter may be treated as a case of misconduct and be referred to the School Academic Misconduct Officer. The maximum penalty can be a mark of 0% (zero). Please note that a mark of zero may have very serious consequences for your degree. Extensions The process for requesting an extension for submission of assessment is described in your Programme Handbook.

External Examiner

The external examiner for the course is Theo Papaioannou, Open University.

Administration

For administrative assistance please contact the Course Secretary, Jessica Barton.

Location: Room 1.20 (Graduate School Office), Chrystal Macmillan Building, 15a George Square.

Email: jessica.barton@ed.ac.uk

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Background Reading As background on the importance of cities and their growth in the last century, you may be interested in some of the following, which will not be discussed in class.

Rural-urban mobility, population growth, and urbanisation

‘The city’ has mattered, both as a philosophical concept and a physical reality, for several millennia. The contemporary world’s unprecedented rates of urbanisation, however, have conferred special importance on ‘the urban’, as distinct from the wider concept of ‘the city’ as polis, i.e. site of order, politics, proper citizenship and ethics. If you are interested in some of the main trends of rural-urban mobility and population growth that, over the last century, have transformed many cities of the global south, you may wish to have regard to some of the following readings.

Beall, J. & Sean Fox (2009). Cities and Development. London: Routledge. Pp. 25-29 & Chap. 2.

Camila Toulmin (2009). Climate Change in Africa. London: Zed Books. Chap. 6 [Cities]

Drakakis-Smith, D. (2000). The Third World City. 2nd Ed. London: Routledge.

Dudwick, N., K. Hull, et al. (2011). From Farm to Firm. Rural-Urban Transition in Developing Countries. World Bank: Washington DC. Pp. 15-21.

Fay, M., ed. (2005). The Urban Poor in Latin America. Directions in Development. Washington, D.C., The World Bank.

Gilbert, A. (1996). The Mega-City in Latin America. Tokyo; New York; Paris, United Nations University Press.

Hay, R. (1971). “Patterns of Urbanization and Socio-Economic Development in the Third World: An Overview.” In Abu-Lughod, J. L. & R. Hay [Eds.] Third World Urbanization. New York; London, Methuen.

Kasarda, J.D. & E.M. Crenshaw (1991). “Third World Urbanization: Dimensions, Theories, and Determinants” Annual Review of Sociology 17: 467-501.

Lampard, E. (1987). “The Nature of Urbanization.” In W. Sharpe & L. Wallock [Eds.] Visions of the Modern City. Essays in History, Art, and Literature. London: Johns Hopkins University Press. Pp 51-100.

Lefebvre, H. (2003). The Urban Revolution. Minneapolis: University of Minnesota Press. Esp. Chap 6. [Urban Form]

Montgomery, M. (2008). "The Demography of the Urban Transition: What We Know and Don’t Know." In G. Martine, G. McGranahan, M. Montgomeryet al (Eds.) The New Global Frontier. Urbanization, Poverty and Environment in the 21st Century. London, Earthscan: 17-35.

Sennett, R. (1969). Classic Essays on the Culture of Cities. New York: Prentice-Hall. Esp. Chapters by Louis Wirth & Georg Simmel.

Sheppard, E., P. W. Porter, et al. (2009). A World of Difference. Encountering and Contesting Development. 2nd Edition. New York, Guilford Press. Chap. 19 [Urbanization, Migration, and Spatial Polarization]

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10-week Workplan - Overview

INDIVIDUAL ESSAY DUE 8th APRIL

Week Weekly question / Additional Activities

1 Introductions, detailed overview of course organization and expectations

Is the rural/urban distinction defensible? Does development have an 'urban bias'?

2 Cities as physical embodiments of representations

3 The (re-)shaping of cities under French and British colonialism

4 Getting housing

5 Exclusion

Group projects: presentations of fieldwork strategy/methods + feedback

Innovative Learning Week GROUP PROJECT FIELDWORK

6 Politics on the margins

7 Group projects: outcome presentations

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Making a living

Individual Essay outlines due (submission via LEARN)

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Moving around

Peer Reviews of Essay Outlines due (submission via LEARN)

10 Urban infrastructure and (public) services

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Detailed Work-Plan

1 Is the rural/urban distinction defensible? Does development have an 'urban bias'?

The assumption of this course is that the economic and political life of the poor, the types of inequalities and exclusions that characterise their existence, the forms of their built environment, the challenges, frustrations and humiliations of daily existence... all take on specific inflections and tonalities in the urban, as opposed to rural, milieu. But is the distinction on which that categorization is made defensible? We will also consider the 'urban bias thesis' and its paradoxical corollary of 'rural bias' in the practice of development interventions.

Core *Beall, J. & Sean Fox (2009). Cities and Development. London: Routledge. Pp. 2-8.

Mitchell, T. (2002). Rule of experts: Egypt, techno-politics, modernity. Berkeley; London, University of California Press. Chap. 7 [The Object of Development]

Jones, G.A. & S. Corbridge (2010). “The continuing debate about urban bias: the thesis, its critics, its influence and its implications for poverty-reduction strategies” Progress in Development Studies 10(1): 1–18

Ferguson, J. (1999). Expectations of Modernity: Myths and Meanings of Urban Life on the Zambian Copperbelt. Berkeley: University of California Press. Chaps 2 & 3.

Further Abu-Lughod, J. L. (1961). "Migrant Adjustment to City Life: The Egyptian Case." The American Journal of Sociology 67(1): 22-32.

Baker, Judy L. (2008). Urban poverty: A global view. World Bank Working Paper No. 43028. http://documents.worldbank.org/curated/en/2008/01/9112288/ urban-poverty-global-view

Henderson, V. (1988). Urban Development: Theory, Fact and Illusion. Oxford University Press: New York.

Lerner, A.M. & H. Eakin (2011). “An obsolete dichotomy? Rethinking the rural–urban interface in terms of food security and production in the global south” The Geographical Journal 177(4): 311–320

Lipton, M. (1977). Why Poor People Stay Poor: A Study of Urban Bias in World Development. London: Temple Smith.

Lipton, M. (2005). “Urban Bias”, in Forsyth, T. (ed) Encyclopedia of International Development. London: Routledge.

Lynch, Kenneth (2002). Rural-urban interactions in the developing world. London: Routledge. Esp. Chap 1. [Understanding the rural-urban interface]

Marcus, A. and S. Asmorowati (2006). "Urban Poverty and the Rural Development Bias: Some Notes from Indonesia." Journal of Developing Societies 22: 145-68.

Tacoli, C., G. McGranahan, et al. (2008). "Urbanization, Poverty and Inequity: Is Rural–Urban Migration a Poverty Problem, or Part of the Solution?" In G.

* This reading cannot be the subject of a weekly summary due to its length and predominantly descriptive content.

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Martine, G. McGranahan, M. Montgomeryet al (Eds.) The New Global Frontier. Urbanization, Poverty and Environment in the 21st Century. London, Earthscan: 37-53.

Thomas, P. (2002). "The River, The Road, and The Rural–Urban Divide: A Postcolonial Moral Geography from Southeast Madagascar." American Ethnologist 29(2): 366 – 391

Ramsamy, E. (2006). The World Bank and urban development: from projects to policy. London, Routledge.

Williams, R. (1973). The Country and the City. London: Chatto and Windus.

2 Cities as physical embodiments of representations

Most every city, be it in the developing world or not, has been shaped by more than just demographics and rural-urban migration. Numerous 'transforming projects', both colonial and post-colonial, have contributed to shaping the urban fabric. Can urban space be regarded as a canvas on which certain visions are inscribed, particularly ones concerning 'modernity'?

Core Ghannam, F. (2002). Remaking the modern : space, relocation, and the politics of identity in a global Cairo. Berkeley, Calif.; London, University of California Press. Intro. & Chap. 1

Scott, J. C. (1998). Seeing like a state: how certain schemes to improve the human condition have failed. New Haven; London, Yale University Press. Chap 4. [The High-Modernist City: An Experiment and a Critique]

Miescher, S. F. (2012). "Building the City of the Future: Visions and Experiences of Modernity in Ghana's Akosombo Township." The Journal of African History 53(03): 367-90.

Further Barthes, R. “Semiology and Urbanism,” in Joan Ockman (ed), Architecture Culture 1943-1968 (New York: Rizzoli, 1993), pp. 412-418.

Cooper, F. (2005). Colonialism in Question. Theory, Knowledge, History. London, University of California Press. Chap. 5 [Modernity]

Davis, M. (2006). Planet of slums. London; New York, Verso. Chap. 5 [Haussmann in the Tropics]

Elsheshtawy, Y. (2011). The evolving Arab city: tradition, modernity and urban development. London; New York, Routledge.

Frederick Starr, S. (1978). "Visionary Town Planning During the Cultural Revolution." In Sheila Fitzpatrick [Ed.], Cultural Revolution in Russia, 1928-1931. Bloomington: Indiana University Press. Pp. 222-242.

Gandy, M. (1999). "The Paris Sewers and the Rationalization of Urban Space." Transactions of the Institute of British Geographers 24(1): 23-44.

Harvey, D. (1985). Consciousness and the Urban Experience. Baltimore. pp. 63-76. [Paris, 1850-1870]

Harvey, D. (2003). Paris, Capital of Modernity. New York; London: Routledge.

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Introdution, Part I + Chaps. 4 & 17.

Jacobs, J. (1961). The Death and Life of Great American Cities. Chap. 19 [Visual order: its limitations and possibilities]

Lévi-Strauss, C. (1992 [1955]). Tristes tropiques. New York, Penguin Books. Chap. 11 [Sao Paolo]

Rabinow, P. (1995). French modern : norms and forms of the social environment. Chicago ; London, University of Chicago Press. Chap. 7 [Modern French Urbanism]

Sharpe, W. & L. Wallock. (1987). “From the ‘Great Town’ to ‘Nonplace Urban Realm’: Reading the Modern City.” In W. Sharpe & L. Wallock [Eds.] Visions of the Modern City. Essays in History, Art, and Literature. London: Johns Hopkins University Press. Pp 1-50.

3 The (re-)shaping of cities under French and British colonialism?

The spatial structures and other modifications introduced by colonizers, both where they built ex nihilo and where they appropriatated indigenous cities, had important and lasting effects on many of what we today refer to as the cities of the 'global south.'

Core Glover, W. J. (2007). Making Lahore Modern: Constructing and Imagining a Colonial City. Minneapolis. Chaps. 2, 4 & 5 [A Colonial Spatial Imagination British Knowledge of the City and Its Environs; Changing Houses: Rethinking and Rebuilding Townhouses and Neighborhoods; Anxieties at Home: The Disquieting British Bungalow]

Rabinow, P. (1995). French modern : norms and forms of the social environment. Chicago ; London, University of Chicago Press. Chaps. 7 & 9 [Modern French Urbanism; Techno-Cosmopolitanism: Governing Morocco]

Further Abu-Lughod, J. (1965) "Tale of two cities: the origins of modern Cairo." Comparative Studies in Society and History VII(4): 429–57.

Çelik, Z. (2008). Empire, Architecture, and the City: French-Ottoman Encounters, 1830-1914. Seatlle/London: University of Washington Press. Chap. 2 [Transforming Urban Fabrics]

Gooptu, N. (1996). "The 'Problem' of the Urban Poor Policy and Discourse of Local Administration: A Study in Uttar Pradesh in the Interwar Period." Economic and Political Weekly 31(50): 3245-54.

Hazareesingh, S. (2007). The Colonial City and the Challenge of Modernity: Urban Hegemonies and Civic Contestations in Bombay City 1900–1925. New Delhi.

Mann, M. (2007). "Delhi’s belly: on the management of water, sewage and excreta in a changing urban environment during the nineteenth century." Studies in History XXIII(1): 1–32.

Mitchell, T. (1988). Colonising Egypt. Berkeley: University of California Press. Esp. chap. 3 [An Appearance of Order].

Ngalamulume, K. (2004). "Keeping the City Totally Clean: Yellow Fever and the Politics of Prevention in Colonial Saint-Louis-du-Sénégal, 1850-1914." The

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Journal of African History 45(2): 183-202.

Oldenburg, V. T. (1984). The making of colonial Lucknow, 1856-1877. Princeton, Princeton University Press.

4 Getting housing

‘Informal urban housing’, ‘slums’, ‘bidonvilles’, ‘squatter settlements’: what are some of the factors giving rise to these types of settlements? What type of land is appropriated and by what means? What different forms do they take? Who lives in them? To what extent are they subject to removal, eviction, or concealment?

Core Jones, B. G. (2012). "Bankable Slums: the global politics of slum upgrading." Third World Quarterly 33(5): 769-89.

Gonzalez, C. (2009). "Squatters, Pirates and Entrepreneurs: is informality the solution to the urban housing crisis?" University of Miami Inter-American Law Review 40(2): 239-259

Roy, Ananya (2003). City Requiem, Calcutta: Gender and the Politics of Poverty. Minneapolis: University of Minnesota Press. Chap. 4 [Dreaming of Tombstones]

Denis, E. (2012). "The commodification of the Ashwa'iyyat: urban land, housing market unification, and de Soto's interventions in Egypt" In Ababsa, M., B. Dupret, E. Denis (Eds) Popular Housing and Urban Land Tenure in the Middle East. Case Studies from Egypt, Syria, Jordan, Lebanon and Turkey. Cairo/New York: AUC Press.

Further Ababsa, M., B. Dupret, E. Denis [Eds] (2012). Popular Housing and Urban Land Tenure in the Middle East. Case Studies from Egypt, Syria, Jordan, Lebanon and Turkey. Cairo/New York: AUC Press.

Anand, N. & A. Rademacher (2011). “Housing in the Urban Age: Inequality and Aspiration in Mumbai.” Antipode 43(5):1748–1772.

Auyero, J. (2000). "The Hyper-Shantytown: Neo-Liberal Violence(s) in the Argentine Slum" Ethnography (1): 93

Bayat, A. (1997). Street politics: poor people's movements in Iran. New York, Columbia University Press. Chap 5 [Back-Street politics: Squatters and the State]

Davis, M. (2006). Planet of slums. London; New York, Verso. Chap. 2 [The Prevalence of Slums]

Geertz, C. (1989). "Toutes directions: reading the signs in an urban sprawl." International Journal of Middle East Studies 21(3): 291-306.

Laue, F. (2012). “Vertical Versus Horizontal: Constraints of Modern Living Conditions in Informal Settlements and the Reality of Construction.” In M. Ababsa, B. Dupret, E. Denis [Eds] Popular Housing and Urban Land Tenure in the Middle East. Cairo/New York: AUC Press. Pp. 111-135.

Neuwirth, R. (2006). Shadow Cities: A Billion Squatters, a New Urban World. New York: Routledge.

Pugh, C. (1995). ‘Squatter and Slum Settlements in Tanzania.’ In Brian C. Aldrich and Ranvinder Singh Sandhu (eds.) Housing the Urban Poor: A Guide to Policy and

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Practice in the South. London, Zed: 34-93. Sims, D. (2012). Understanding Cairo. The Logic of a City Out of Control. Cairo: AUC

Press. Chap. 4 [Informal Cairo Triumphant]. Snell-Rood, C. (2013). "To Know the Field: Shaping the Slum Environment and

Cultivating the Self" ETHOS (41)3: 271–291 VanGelder, J.-L. (2010). "Tales of Deviance and Control: On Space, Rules, and Law

in Squatter Settlements." Law & Society Review 44(2): 239-68.

5 Exclusion

Defensive forms of architecture designed to isolate the rich in 'gated' urban structures have proliferated in many regions of the world, and include both housing and spaces of leisure such as malls. Although these spaces promote enclosure and exclusion, rigorous maintenance of the division between social groups and categories such as clean/dirty, and the idealisation of the sterile as an image of order, the presence of the same people who are excluded (as housekeepers, cleaners, etc) is often paradoxically necessary to the maintenance of these structures such that those who seek to remain separate in fact frequently intersect with the lower classes.

Core Caldeira, T. (1996). "Fortified Enclaves: The New Urban Segregation." Public Culture 8: 303-28.

Denis, E. (2006). “Cairo as Neoliberal Capital? From Walled City to Gated Communities.” In D. Singerman [Ed] Cairo Cosmpolitan. Cairo: AUC press. Pp. 47-71.

Holston, J. (2008). Insurgent Citizenship: Disjunctions of Democracy and Modernity in Brazil. Princeton: Princeton University Press. Chap. 5 [Segregating the City]

Simone, A. (2009) City Life from Jakarta to Dakar: Movements at the Crossroads. London: Routledge. Chap. 3 [Intersections: What Can Urban residents do with one another?]

Further Campkin B. & R. Cox (2007). Dirt: New Geographies of Cleanliness and Contamination. London: IB Tauris. Chap 2, pp. 25-33 & Chap. 12, pp.156-167.

Gledhill, J. & M.G. Hita (2012). “Beyond an Anthropology of the ‘the Urban Poor’.” In S. Venkatesan & T. Yarrow [Eds.] Differentiating Development. Beyond and Anthropology of Critique. London: Berg. Pp. 109-125.

Caldeira, T. (2001). City of Walls: Crime, Segregation, and Citizenship in Sao Paulo. Berkeley: University of California Press. Part 3. [Urban Segregation, Fortified Enclaves and Public Space]

Jackson, M. (2010). "“Live the Way the World Does”: Imagining the Modern in the Spatial Returns of Kolkata and Calcutta." Space and Culture 13(1) 32–53.

Low, S. (2003). Behind the gates: Life, security, and the pursuit of happiness in fortress America. London: Routledge.

Low, S. (2003). "The Edge and the Center: Gated Communities and the Discourse of Urban Fear." In S. Low & D. Lawrence-Zuniga [Eds.], The Anthropology of Space and Place: Locating Culture. London: Blackwell. Pp. 387-407.

Sims, D. (2012). Understanding Cairo. The Logic of a City Out of Control. Cairo: AUC

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Press. Chap. 6 [The Desert City Today].

6 Politics on the margins

To grasp the political life of many urban marginals, we need a broad definition of the political that includes not just voting and demonstrations (irrelevant or of limited importance in many contexts, particularly authoritarian ones), but also petty crime, small forms of subversion and resistance, and organizational forms that allow for meeting collective needs through other than governmental or legal channels.

Core Bayat, A. (2010). Life as politics: how ordinary people change the Middle East. Amsterdam/Manchester: Amsterdam University Press. Chaps. 3, 7 & 9 [The Quiet Encroachment of the Ordinary; The Politics of Fun; Does Radical Islam Have an Urban Ecology?]

Holston, J. (2008). Insurgent Citizenship: Disjunctions of Democracy and Modernity in Brazil. Princeton: Princeton University Press. Chap. 7 [Urban Citizens]

Further Appadurai, A. (2002). "Deep democracy: urban governmentality and the horizon of politics." Public Culture 14(1): 21-47.

Chatterjee, P. (2004). The politics of the governed : reflections on popular politics in most of the world. New York, N.Y., Columbia University Press. Esp pp. 39-78; 131-147

Gibson, N. C. (2008). "A new politics of the poor emerges from South Africa's shantytowns." Journal of Asian and African studies 43(1): 5-17.

Gooptu, N. (2001). The Politics of the Urban Poor in Early Twentieth-Century India. Cambridge, Cambridge University Press. Esp. Parts I and III of Introduction.

Koster, M. (2012). "Slum politics : community leaders, everyday needs, and utopian aspirations in Recife, Brazil." Focaal 62: 83-98.

Koster, M. (2012). "Mediating and getting ‘burnt’ in the gap: Politics and brokerage in a Recife slum, Brazil" Critique of Anthropology 32(4): 479-497

Singerman, D. (1995). Avenues of Participation. Princeton: Princeton University Press. Chap. 3 [Networks: The Political Lifeline of Community]

Stokes, S. C. (1991). "Politics and Latin America's urban poor: reflections from a Lima shantytown." Latin American Research Review 26(2): 75-101.

8 Making a living

Much of the urban labour market cannot be correctly thought of in terms of classic categories such as either agricultural sector or of 'factory labour' (i.e. organised, formal sector industrial workers). Many city-dwellers are artisans and crafts-people, hawkers, street vendors and pedlars. Some may be sweepers, itinerant scrap buyers, or waste scavengers. The 'urban informal sector', and the ‘informal economy’ more broadly have attracted sharply differing reactions, ranging from praise (free market analysts) to hostility.

Core Bayat, A. (1997). Street politics: poor people's movements in Iran. New York, Columbia University Press. Chap 7 [Street Rebels: The Politics of Street Vending]

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Potts, D. (2008). "The urban informal sector in sub-Saharan Africa: from bad to good (and back again?)." Development Southern Africa 25(2): 151-67.

Roy, Ananya (2003). City Requiem, Calcutta: Gender and the Politics of Poverty. Minneapolis: University of Minnesota Press. Chap. 3.

Stoller, P. (1997). Sensuous Scholarship. Philadelphia, University of Pennsylvania Press. Chap. 5 Spaces, Places, and Fields. The Politics of West African Trading in New York City's Informal Economy]

Further Duraisamy, P. and S. Narasimhan (2000). "Migration, remittances and family ties in urban informal sector." Indian journal of labour economics 43(1): 111-9.

Elyachar, J. (2005). Markets of Dispossession: NGOs, Economic Development and the State in Cairo. Durham and London, Duke University Press.

Harriss-White, B. & A. Sinha (2007). Trade liberalization and India's informal economy. New Delhi; Oxford, Oxford University Press.

Hayami, Y., A. K. Dikshit, et al. (2006). "Waste pickers and collectors in Delhi: Poverty and environment in an urban informal sector." Journal of Development Studies 42(1): 41-69.

Indon, R. M. (2002). "The Philippine urban informal sector." Philippine studies 50(1): 113-29.

Meagher, K. (1995). "Crisis, informalization and the urban informal sector in sub-Saharan Africa." Development and Change 26(2): 259–84.

Mitchell, T. (2002). Rule of experts: Egypt, techno-politics, modernity. Berkeley; London, University of California Press. Chap. 9 [Dreamland]

Mitra, A. (2005). "Women in the urban informal sector: perpetuation of meagre earnings." Development and change 36(2): 291-316.

Palmer, R. (2004). The informal economy in Sub-Saharan Africa: unresolved issues of concept, character and measurement. Edinburgh, Centre of African Studies. Occasional Papers, No. 98.

Singerman, D. (1995). Avenues of Participation. Princenton: Princeton University Press. Chap. 4 [Informality: Politics and Economics in Tandem]

Simone, A. (2014). Jakarta, Drawing the City Near. London: University of Minneapolis Press. Esp. chap. 2 [The Urban Majority: Improvised Livelihoods in Mixed-up Districts]

Thomas, J. J. (1995). Surviving in the city: the urban informal sector in Latin America. London/New Haven, CT: Pluto Press.

Tinker, I. (1997). Street Foods: Urban Food and Employment in Developing Countries. Oxford: Oxford University Press.

Tripp, A. M. and C. O'Manique (1998). "Changing the rules: the politics of liberalization and the urban informal sector in Tanzania." Canadian journal of African studies 32(1): 248-50.

Yeoh, S. G. (2011). ""Beyond the commerce of man" : street vending, sidewalks, and public space in a mountain city in the Philippines." Urban anthropology and studies of cultural systems and world economic development 40(3-4): 285-317.

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9 Moving around

Getting around in cities of the global south often depends on systems that differ from those of European or North American cities. What do these look like? How do they function? What are some of the challenges they present?

Core Brooks, A. (2012) 'Networks of power and corruption: the trade of Japanese used cars to Mozambique' The Geographical Journal, 178(1): 80–92

Cerveroa R., A. Golubb (2007) "Informal transport: A global perspective" Transport Policy 14: 445–457

Diaz Olvera, L., Didier Plat, Pascal Pochet & Sahabana Maïdadi, 'Motorbike taxis in the "transport crisis" of West and Central African cities' (2012) EchoGéo 20 URL : http://echogeo.revues.org/13080 ; DOI : 10.4000/echogeo.13080

Mutongi, K. (2006) 'Thugs (gangster) or entrepreneur? Preception of Matatu operators in Nairobi, 1970 to present' Africa 76: 549-568

Further Assad R, Arntz, M (2005) “Constrained Geographical Mobility and Gendered Labor Market Outcomes under Structural Adjustment: Evidence from Egypt” World Development 33(3): 431-454.

Beuving J J (2004) "Cotonou’s Klondike: African traders and second-hand car markets in Bénin" Journal of Modern African Studies 42: 511–37

Beuving J J (2006) "Nigerien second-hand car traders in Cotonou: a sociocultural analysis of economic decision-making" African Affairs 105: 353–73

Caldeira, T. (2012) “Imprinting and moving around: new visibilities and configurations of public space in Sao Paulo” Public Culture 24(2): 385-418.

Diaz Olvera L., Plat D., Pochet P. (2008) "Household transport expenditure in Sub-Saharan African cities: measurement and analysis" Journal of Transport Geography 16(1): 1-13.

Gallagher, R. (1992) The Rickshaw of Bangladesh, Dhaka University Press.

Konings P. (2006) "Solving transportation problems in African cities: Innovative responses by the youth in Douala, Cameroon" Africa Today 53: 35-50.

Kumar A., Barrett F. (2008) Stuck in traffic: Urban transport in Africa. Washington, D. C., The World Bank, AICD, Background Paper, 103 p.

Porter G., (2007) "Transport planning in sub-Saharan Africa" Progress in Development Studies, 7-3, p. 251-257.

Puchera, J., Nisha Korattyswaropama, Neha Mittala, Neenu Ittyerahb (2005) "Urban transport crisis in India" Transport Policy 12: 185–198

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10 Urban infrastructure and (public) services

Provision of urban public services, particularly those requiring 'network infrastructure', such as water, transport, sanitation and waste, pose particular problems in developing world cities. Different models—public, private, PPP—for providing these services are the subject of heated and often acrimonious debates, particularly as the rising tide of 'neoliberalism' has seen increased private sector involvement in the delivery of essential services, such as clean drinking water.

Core Chalfin, B. (2014) “Public Things, Excremental Politics, and the Infrastructure of Bare Life in Ghana’s city of Tema,” American Ethnologist 41(1)

Simone, AbdouMaliq (2004) "People as Infrastructure: Intersecting Fragments in Johannesburg" Public Culture 16(3): 407-429

Von Schnitzler, Antina (2008) "Citizenship Prepaid: Water, Calculability, and Technopolitics in South Africa." Journal of Southern African Studies 34(4): 899–917.

Yeboah, I. (2006). "Subaltern strategies and development practice: urban water privatization in Ghana" The Geographical Journal 172(1): 50–65.

Further Ayee, J. R. A. & R. C. Crook (2003). "Toilet wars": urban sanitation services and the politics of public-private partnerships in Ghana. Brighton, Institute of Development Studies.

D. McDonald and G. Ruiters (Eds.) (2005). The Age of the Commodity: Water Privatization in Southern Africa. London: Earthscan.

Lee, Y.-S. F. (1997). "The privatization of solid waste infrastructure and services in Asia." Third World Planning Review 19(2): 139-62.

Mains, D. (2012). "Blackouts and Progress: Privatization, Infrastructure, and a Developmentalist State in Jimma, Ethiopia." Cultural Anthropology 27(1): 3-27

Myers, G. A. (2005). Disposable cities: garbage, governance and sustainable development in urban Africa. Aldershot, Ashgate.

Obirih-Opareh, N. & J. Post (2002). "Quality assessment of public and private modes of solid waste collection in Accra, Ghana." Habitat International 26(1): 95-112.

P. Bond, (2002). Unsustainable South Africa: Environment, Development, and Social Protest. Pietermaritzburg: University of Natal Press.

Sims, D. (2012). Understanding Cairo. The Logic of a City Out of Control. Cairo: AUC Press. Chap. 8 [City on the Move: A Complementary Informality?].

Svvyngedouvv, E. (2004). Social Power and the Urbanization of Water: Flows of Power. Oxford: Oxford University Press.