Classification of political systems according to institutional and developmental characteristics. Causes and costs of political stability and instability. Comparison will relate to contemporary political institutions and processes in specific countries. In general, Mondays and Tuesdays will be dedicated to the basic concepts of the week’s readings (Essentials of Comparative Politics, ECP), Wednesdays and Thursdays will focus on the comparative cases (Cases in Comparative Politics, CCP) as a platform for applying what was learned in the other readings, and Fridays will be for in-class quizzes and take-home worksheets.”
This course introduces major concepts and theories in comparative politics, such as the state, democracy, party system, etc. Using a combination of lectures, online discussions, and readings, this course explores common questions in comparative politics, such as how governments and other political institutions work in various countries, what are the issues facing developed and underdeveloped countries, why ethnic conflicts occur in some countries but not in others, etc. Cases are drawn from different world regions to ground students in comparative analysis. To answer those questions and receive a good grade for this course, students must read the assigned chapters, view the recorded lectures, complete the weekly quizzes, interact during the weekly virtual discussions, and present a comparative analysis by the end of the class.”
This course offers an introduction to the politics of contemporary Africa. It critically examines prevailing narratives that depict the continent as conflict prone, economically underdeveloped, and politically unstable. Instead, the course presents Africa as a dynamic region comprised of 54 independent states with diverse political and economic conditions. Students will explore key themes including colonial legacies and state formation, the nature and challenges of political authority in postcolonial states, processes of democratization and political reform, debates surrounding development and foreign aid, the politics of identity—such as ethnicity, religion, and gender—and Africa’s evolving role in the global system. These themes are examined through a variety of learning materials and collaborative-learning methods that expose students to dominant theoretical approaches and political science methodologies. It is important to note that this class is designated a “WR” (or Gordon Rules) which means “writing must be evaluated on the content, organization and coherence, effectiveness, style, grammar and punctuation.”
This course explores theories of development and key issues concerning the developing world. We will examine how important factors shape the levels and trajectory of development, including state structure, policy, regime type, institutions, colonial legacy, and temporality, among others. We will be revisiting the classic debates of whether development leads to democracy and vice versa.
Throughout the semester, we will look at country cases from diverse regions worldwide. We start the semester by exploring areas where development seems elusive: What are the causes for development failures? Is there a pathway forward? The course will then delve into influential theories of development, such as the modernization theory and the world-system theory, which originated from the historical experiences of Europe’s development. Later, we will turn our attention to regions that experience rapid growth, such as developmental Asia, to investigate the historical and structural drivers of their success. We will also critically examine whether rapid growth resolves all societal challenges and consider the new problems these countries are facing. By integrating theoretical frameworks with empirical case studies, this course aims to provide a comprehensive understanding of academic debates and real-world dynamics surrounding development and the developing world.
This course is an introduction to concepts and analytical tools for studying interactions among international actors: states, international organizations, and transnational groups. Social and
behavioral science principles are used to analyze concepts such as power and national interests as they relate to social, political, and economic issues. A primary objective of international relations scholars is to explore and explain the many phenomena in world politics by studying the effects of national and transnational actors on the outcomes or developments of international events. These effects are then facilitated and enhanced by actions such as fighting in wars/conflicts, conducting trade, signing treaties/legislation, migrating, and more. Students will be embarking on a journey that will help them better understand the world that we currently live in, and they will be able to better equip themselves with the abilities to ask and answer the “why and how” questions about many world events.
Introduction to concepts and analytical tools for studying interactions among international actors: states, international organizations, and transnational groups. Social and behavioral science principles are used to analyze concepts such as power and national interest as they relate to social, political, and economic issues. Specifically, the course consists of two parts: The first part focuses on the major theoretical approaches used to understand global politics, including realism, liberalism, constructivism, Marxism, postcolonialism, poststructuralism, and feminism. The second part focuses on understanding global politics through a range of contemporary issues/dynamics. Ultimately, competence in these areas enables students to better understand themselves, their neighbors, other cultures and times, and the principles governing the sociopolitical world; and to participate fully and responsibly as informed citizens in local, national, and global matters.
Course description:
Security is a contested, multifaceted, and evolving concept, which is what makes the study of security both problematic yet fascinating. The discipline of security studies has made its way into the academic and policy worlds alike, in addition to stretching far beyond the boundaries of International Relations. This course will provide you with an introduction to the various methodological, theoretical, and empirical branches of security studies. A primary aspect of this course will be to identify and critically analyze the commonalities, divergences, and nuances between the conceptualizations of security studies so you can question existing narratives and understandings of what security is, how it is conceptualized, where security goes, who is afforded security, and how security is practiced. Additionally, to gain a more comprehensive perspective, the course will go beyond big academic names, older works, and Western/European viewpoints on security studies by delving into recent scholarship, lesser-known scholars, and non-Western/non-European positions of security studies.
This course introduces the principal theoretical approaches to the study of international relations (IR). These theories serve as lenses through which we interpret the complex and often chaotic world of international politics. They help us organize information in ways that enable coherent analysis and explanation. Depending on the theoretical lens we use, we may arrive at diBerent interpretations of the same events. Each perspective presents a version of reality— not by inventing it, but by emphasizing diBerent aspects and framing them in distinct ways. While it is possible to read international politics without theory, doing so limits our understanding and can lead to contradictions or incoherence. In this course, we read theory not as an abstract exercise, but as a practical tool for making sense of international politics. As we study these theories, we will pay close attention to the claims and propositions they make, the assumptions they rest on, the historical and intellectual contexts in which they emerged, and for whom and what purpose they were intended. While some theories may share certain features, many diBer significantly in their foundations and implications. We will engage these theories through close readings of six books authored by major scholars of International Relations. To avoid placing undue burden on students and to allow for deeper engagement, not all theories are discussed in this course. The selected theories have been deliberately chosen based on their prominence and influence within the discipline.
In this course, students will investigate how the national government is structured and how the American constitutional republic operates. It covers the philosophical and historical foundations
of American government, including but not limited to the Declaration of Independence, the United States Constitution and all its Amendments, and the Federalist Papers. The course examines the branches of government and the government’s laws, policies, and programs. It also examines the ways in which citizens participate in their government and the ways their government responds to citizens. The course will address questions such as: How does government work in the United States? How do the three branches of government interact with the public and each other? What is a
democracy, and how does the United States fit into this framework? What are some suggestions for how to better our institutions? Students will engage in thinking through these questions through a
combination of lectures, civic discussions, readings, and exams. Ultimately, students should leave with a better understanding of how to think critically about politics and government, how to understand our political institutions, and how to engage in civic life.
Note: This syllabus is subject to change as needed. Students are required to check Canvas and their UF email regularly to ensure they maintain the most current version of the syllabus, which may
include changes to deadlines or assigned readings. Please note that aspects such as the course’s grading scheme, learning objectives, and University policies are not subject to change.
Purpose of Course:
How does government work in the United States? How do the three branches of government interact with the public and each other? What is a democracy, and how does the United States fit into this framework? What are some suggestions for how to better our institutions?
In this course, we will engage in thinking through these questions through a combination of lectures, civic discussions, videos, and readings. Ultimately, students should leave with a better understanding of how to engage in civic life, how to critically think about politics, and how to understand our institutions. To find our own individual answers to these questions, we must engage in the course material and weekly synchronous discussions. Students who do not read the assigned readings, view the assigned lectures, and interact during the course discussions should not expect to understand American government or receive a good grade for this course.
Course Objectives:
By the end of this course students will be able to:
• Explain the basic historical, institutional, cultural, behavioral, and economic underpinnings of American politics and government.
• Identify and understand the basic roles of the constitutional framework, formal institutions, elections and public opinion, and linkage institutions in American politics and government.
• Begin to understand how the distributions of political and economic power in the United States are related.
• Think critically about American politics and, to a lesser extent, policy.
• Know how to effectively participate in American civic life.
This course covers these Civic Literacy Competencies (as required by Florida Statute 1007.25):
1. Understanding of the basic principles and practices of American democracy and how they are applied in our republican form of government.
2. An understanding of the United States Constitution and its application.
3. Knowledge of the founding documents and how they have shaped the nature and functions of our institutions of self-government
4. An understanding of landmark Supreme Court cases, landmark legislation
and landmark executive actions and their impact on law and society.
5. Opportunities to engage synchronously in political discussions and civil
debates with multiple points of view and to master the ability to synthesize
information that informs civic decision-making
This course fulfills the Social Sciences General Education Requirement. A grade
of a “C” or above is required to fulfill this requirement.
As per the UF Undergraduate Affairs website:
“Social and behavioral science courses provide instruction in the history, key themes, principles, terminology, and underlying theory or methodologies used in the social and behavioral sciences. Students will learn to identify, describe and explain social institutions, structures or processes. These courses emphasize the effective application of accepted problem-solving techniques. Students will apply formal and informal qualitative or quantitative analysis to examine the processes and means by which individuals make personal and group decisions, as well as the evaluation of opinions, outcomes or human behavior. Students are expected to assess and analyze ethical perspectives in individual and societal decisions.”
The Department of Political Science encourages all of its undergraduate students to serve as an intern. Internships are available at the local, state, federal, and international level and in every branch of government—executive, legislative, and judicial. Internships are also available with candidates running for political office, with political parties and interest groups (including nonprofit and lobbying organizations), as well as with law firms and private companies engaged in governmental relations and issue research. Please be sure to visit our website (https://polisci.ufl.edu/undergraduate/internships/) and see “Recent Internships” and the FAQ page for more information about commonly asked questions.
Goals of the Course:
Why do we have state and local governments? What functions do they perform and in which areas do they have primary responsibility for policy formation and execution? The American federal system of government is complex and gaining an appreciation and understanding of this is the chief goal of this course. Consequently, we will study federalism and then the various institutions, organizations and policy processes that most affect our everyday lives – those in the state and local governments. We will take a somewhat comparative approach, but with our vantage point, we’ll spend more time on Gainesville and Florida than elsewhere.
Since you’ll have read the material before class, coverage of topics will combine lecture and class discussion, plus academic and non-academic readings, and other hands-on materials as appropriate to our topics. We will also have occasional guest speakers and occasional student debates. By the end of the semester, students will have been introduced to all aspects of state and local politics from the academic and practical sides. With any luck, you’ll be armed and dangerous and ready to intelligently make whatever decisions you decide to make in the years to come.
Goals of the Course:
To explore major issues associated with modern political campaigns. Presidential campaigns are a primary, but not exclusive, focus. The emphasis of the course is to investigate why modern campaigns take the forms they do, and to place them in broader American cultural and political contexts. This is NOT a course on how to run campaigns; it is a course on understanding campaign politics.
We take as our starting point that political campaigns mirror American politics generally, warts and all, and are part and parcel of those politics at the time the campaigns take place. The real question is: do our campaigns strengthen our democracy, or not?
Lectures will be presented, but this is primarily a discussion course. As such, coverage of topics will combine much class discussion, some lecture, academic and non-academic readings, guest speakers and other hands-on materials as appropriate to our topics. Students are expected to read the required materials in advance of class, and come prepared to use them as a vehicle for discussion. Attendance will NOT be taken, but students are responsible for everything that happens in class. If a student misses class, it is his/her responsibility to find out what was missed; students are also responsible for all information on the syllabus. Students should take advantage of the instructor’s office hours to discuss issues with him. With any luck, you’ll be armed and dangerous by the end of the semester.
This course introduces students to political theory as a distinct field of political inquiry. By surveying key thinkers and texts in the history of Western political thought, we will ask the following questions: What is politics, and what should it be? Who is involved in politics, and how should one live under political conditions? What is the nature of freedom, equality, democracy, power, and citizenship? Our approach will be mainly historical and conceptual. We will investigate how past political thinkers constructed theories of politics in their respective historical contexts, while attending to the contemporary relevance of these theoretical interventions reflectively.
This course qualifies for UF’s Humanities (H) Gen Ed requirement. It provides instruction in the history, key themes, principles, and terminology in the study of political theory. It emphasizes clear and effective analysis and approaches issues and problems from multiple perspectives. No lesson is intended to espouse, promote, advance, inculcate, or compel a particular feeling, perception, viewpoint or belief.
This course explores the evolving relationship between China and Africa using the political, economic, and cultural lens. China has grown to be one of the most prominent partners in Africa. This relationship is manifested in trade, infrastructure, politics, and physical environment. However, this relationship is complex with varied actors. This course explores the historical emergence of the relationship between China and the continent, the current areas of engagement and how these have impacted the latter. The course will be taught as a seminar and will use the case study approach to emphasize and analyze the main issues of engagement and sometimes confrontation. The course will also include guest lecturers who study various aspects of the topic. Students will engage with these researchers and write brief papers on their presentations.