| CHILD DEVELOPMENT (TURKISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| POL4343 | Comparative Democratization | Spring | 3 | 0 | 3 | 6 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Hybrid |
| Course Coordinator : | Assoc. Prof. ESRA ALBAYRAKOĞLU |
| Course Lecturer(s): |
Dr. Öğr. Üyesi YÜKSEL ALPER ECEVİT |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course deals with the democratization literature in the comparative political studies which emerged in the 1960s and which has reached the present time with a particular focus on the effects of the rising right-wing populism over democratic backsliding. The first few weeks will revisit what democracy is and entails, a theme that is familiar to the students from their previous courses. Then the course will go further and examine the different conceptions of democracy based on the identification of various layers by prominent theorists. Types of dictatorships will be analysed afterwards since the term ‘democratization’ implies the existence of a prior regime which is not democratic. Then the different theories of democratization, namely the Modernization Theory, Historical Sociology, and Transition Theories will be examined. A relatively new phenomenon labelled “competitive authoritarianism”, “authoritarian populism”, “right-wing populism” and so on by many scholars, which is thought to be the consequence of the crisis of representative democracy in the harsh times of globalization, will be dealt with too. The four weeks that will precede the last lecture will be assigned to students’ presentations. |
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The students who have succeeded in this course; The students who have succeeded in this course; I. Understand political regime definitions, and distinguish various procedures, and principles of democratic regime types forwarded by different political scientists. II. Identify main causes of democracy and distinguish main approaches to democratization such as modernization, cultural, structural and political transitions approaches. III. Acquire the ability to critically engage with these conceptual frameworks (named above) that aim to explain democracy and democratization IV. Attain competence to understand and analyze the workings of principal democratic institutions such as forms of democratic government (presidential-parliamentary), party systems and electoral systems V. Compare the impact of these different democratic political institutional clusters to democratic regime maintenance, stability, and consolidation. |
| Democracy: definitional issues; Single and multidimensional conceptions of democracy; Types of dictatorships; Theories of democratization; Globalization, Competitive Authoritarianism, Authoritarian Populism |
| Week | Subject | Related Preparation |
| 1) | Introduction to the course | |
| 2) | Democracy: Definitional Issues I | |
| 3) | Democracy: Definitional Issues II | |
| 4) | Single- and multi-dimensional conceptions of democracy | |
| 5) | Types of dictatorships | |
| 6) | Theories of Democratization I | |
| 7) | WRAP UP & Q/A | |
| 8) | Theories of Democratization II | |
| 9) | Globalization, Competitive Authoritarianism, Authoritarian Populism | |
| 10) | Presentations | |
| 11) | Presentations | |
| 12) | Presentations | |
| 13) | Presentations | |
| 14) | WRAP UP & Q/A |
| Course Notes / Textbooks: | Philip J. Adler and Randal Pouwels (2006) World Civilizations Belmont: Thomson Wadsworth Andrew Heywood (2013) Politics 4th Edition New York: Palgrave Macmillan Robert Dahl (1971) Polyarchy: Participation and Opposition Yale University Press Samuel Huntington (1991) ‘Democracy’s Third Wave’, Journal of Democracy 2(2), pp. 12-34. Philippe Schmitter and Terry Lynn Karl (1994) ‘What Democracy Is… And Is Not’, Journal of Democracy 2(3), pp. 75-88. Juan Linz and Alfred Stepan (1996) Problems of Democratic Transition and Consolidation Baltimore: Johns Hopkins University Press S. Martin Lipset (1959) ‘Some Social Requisites of Democracy’, American Political Science Review 53(1), pp. 69-105. Gabriel Almond and Sidney Verba (1980) The Civic Culture Revisited Boston: Little Brown Adam Przeworski and Fernando Limongi (1997) ‘Modernization: Theories and Facts’, World Politics 49(2), pp. 155-184 Barrington Moore (1993) Social Origins of Dictatorship and Democracy Beacon Press Dietrich Rueschemeyer, Evelyne Huber Stephens, John D. Stephens (1992) ‘Capitalist Development and Democracy’, Contemporary Sociology pp. 243-248. Guillermo O’Donnell and Philippe C. Schmitter (1986), ‘Opening (and Undermining) Authoritarian Regimes in Transitions from Authoritarian Rule: Tentative Conclusions About Uncertain Democracies Baltimore: Johns Hopkins University Press, pp. 15-36. Ozan O. Varol (2012) ‘The Democratic Coup d’Etat’, Harvard International Law Journal 53(2), pp. 292-356. Steven Levitsky and Lucan A. Way (2006) ‘Linkage versus Leverage: Rethinking the International Dimension of Regime Change’, Comparative Politics 38(4), pp. 379-400. Steven Levitsky and Lucan A. Way (2002) ‘Elections Without Democracy: The Rise of Competitive Authoritarianism’, Journal of Democracy 13(2), pp. 51-65. Cas Mudde and C. R. Kaltwasser (2017) Populism: A Very Short Introduction New York: OUP Jan-Werner Müller (2016) What Is Populism? Philadelphia: University of Pennsylvania Press. |
| References: | Mevcut Değil |
| Semester Requirements | Number of Activities | Level of Contribution |
| Presentation | 1 | % 30 |
| Midterms | 1 | % 30 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 10 | 30 |
| Study Hours Out of Class | 10 | 116.5 |
| Presentations / Seminar | 1 | 0.5 |
| Midterms | 1 | 1.5 |
| Final | 1 | 1.5 |
| Total Workload | 150 | |
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. | 4 |
| 2) | To display actions in professional practice based on ethical principles and values. | 5 |
| 3) | To adopt the principle of lifelong learning, using efficient ways for accessing information. | 5 |
| 4) | To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. | 5 |
| 5) | To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, | 5 |
| 6) | To be able to use effective communication methods in counseling and child and family-based guidance. | 3 |
| 7) | To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. | 5 |
| 8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | 5 |
| 9) | To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. | 5 |
| 10) | To use health information technologies for research in the field of child development. | 5 |
| 11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
| 12) | To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. | 5 |