Cape Town, South Africa30 June – 11 July 2014

LSE-UCT JULY SCHOOL

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Full course and programme information available at lse.ac.uk/LSE-UCTJulySchool

“ I look forward to implementing what I have learnt in my development work and with other people I come into contact with at work or in academia”

Jackie, Kenya

CONTENTS

About UCT And LSE 2

Welcome To The LSE-UCT July School 3

The programme 4

Contact hours and teaching methods 4

Assessment and certificates 4

Obtaining credit 4

Study facilities 5

Life In Cape Town 6

Accommodation 6

Travel 7

Safety and personal security 7

Health care 7

Health and personal insurance 9

Visas 9

Cultural and social events 9

Admission criteria 10

Proficiency in English 10

When to apply 10

How to apply 10

Fees and payments 12

Tuition fees 12

Application fee 12

Tuition fee payment 12

Change of course 13

Refund policy 13

Bursaries 13

Course descriptions 15

LCS-IR201 Africa and Global Transformation: The rise of emerging powers and a new international order 15

LCS-MC201 African Media in a Global Age 16

LCS-MG201 Business Model Innovation at the Base of the Pyramid: Cape Town and beyond 18

LCS-EC201 Economic Challenges for African Development 20

LCS-EH202 Globalisation in Africa: A long-run perspective 22

LCS-EC202 The Informal Economy and Development: Poverty trap or engine of growth? 23

LCS-SP201 Politics and Economics of Refugees in Africa 25

LCS-DV201 Poverty: What causes it, and what it causes 26

LCS-GV201 The State and Development in Africa 27

LCS-GY201 Urban Modernities: Space, place and difference 28

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ABOUT UCT AND LSE today’s campus has been transformed to reflect the diversity of the entire South African population in terms of students and academic and administrative staff.

The London School of Economics and Political Science is one of the foremost

social science universities in the world. Founded in 1894, it is a specialist university with an international intake and a global reach. Its research and teaching span the full breadth of the social sciences and from its location in the heart of London LSE engages with the city, the UK and the world. 35 past or present world leaders

have studied or taught at LSE, and sixteen Nobel prize winners in economics, peace and literature have been either LSE staff or students.

The London School of Economics and Political Science and the University of Cape Town became institutional partners in May 2010. Both institutions aim to form partnerships with a small number of high-quality universities across the world in order to broaden their academic reach by creating innovative opportunities for students and promoting world-class research dealing with problems and issues that are relevant on a national and international scale.

The University of Cape Town is South Africa’s oldest university, founded in 1829 as the South

African College. Its campus is located in one of the most beautiful spots on the Cape Peninsula, on the slopes of Table Mountain. This vantage point offers panoramic views and easy access to the city of Cape Town itself.

UCT is a university that prides itself not only on its undergraduate education, but also on its graduate programmes and the excellent research carried out by its faculties. During the period of apartheid UCT was designated as a “whites only” institution. However,

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Associate Professor Suellen ShayDean, Centre for Higher Education Development, University of Cape Town

Professor Thandika Mkandawire Professor of African Development and Head of LSE African Initiative, London School of Economics and Political Science

WELCOME TO THE LSE-UCT JULY SCHOOL

The London School of Economics and Political Science and the University of Cape Town are pleased to offer the second LSE-UCT July School in July 2014. This innovative programme provides students and professionals from across the globe with an exciting opportunity to study important social sciences issues relevant to Africa today in the beautiful and vibrant city of Cape Town. The programme is taught by outstanding faculty from the UCT and LSE, two of the world’s leading institutions for teaching and research.

course is formally assessed, normally through a mid-term essay and final examination, with a certificate and transcript awarded to successful students.

The questions raised, and topics dealt with, by the courses on this programme allow participants from a wide range of backgrounds to come together to discuss issues of importance today, with the benefit of teaching from experts in the field and access to new scholarly insights. If you are interested in gaining a global perspective on the study of Africa, at the continent’s top university in a beautiful, cosmopolitan city, we encourage you to apply to the LSE-UCT July School, and look forward to meeting you in Cape Town in July 2014.

The inaugural LSE-UCT July School in 2013 attracted 99 participants representing 50 universities and 26 different nationalities. Just over a quarter of participants were graduate professionals working in 14 countries in a variety of fields including finance, business, public policy and international affairs. This diversity in the classroom enables interaction with a wide range of perspectives and creates a global experience for participants on the programme. LSE-UCT July School participants select one course to study intensively over the two-week programme, typically combining four hours of lectures each morning with 90 minute seminars each afternoon – a total of 48 contact hours over the two weeks. Additional reading, self-study and informal group discussion is also expected. Each

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THE PROGRAMME

The LSE-UCT July School is an exciting programme combining the strengths of LSE and UCT in the social sciences. Each course is taught by a specialist in their field who holds a position at one of these world-class institutions.

Contact hours and teaching methodsThe LSE-UCT July School is an intensive, two week programme. Each course is full-time, and consists of a total of 48 contact hours between Monday and Friday over the two weeks. Usually this involves a total of 36 hours of lectures, attended by all class participants and held each morning, and 12 hours of seminar classes in groups of up to 15, held each afternoon. However, other teaching methods appropriate to the individual courses may be used and schedules may vary.

A course pack of reading material is provided to each participant at the start of the programme. Participants are advised to purchase any required textbooks prior to the start of the LSE-UCT July School.

Due to the rigorous, academic nature of the programme, participants are strongly encouraged to consult the preparatory and background reading section of the full course outlines, which are available online, and to prepare as appropriate for the demands of the course.

Assessment and certificatesAll LSE-UCT July School courses are assessed and graded, and an LSE-UCT July School transcript and UCT Short Course Certificate are provided to all participants who successfully complete their course.

Courses are generally assessed on a mid-term paper and a final examination, but other elements such as mid-term quizzes, group projects and student presentations may also contribute.

All courses feature a final examination, which is two hours in length and held on the final day of the programme, Friday 11 July. All participants are encouraged to take the final examination, but those who opt out are entitled to a Certificate of Attendance, provided they have attended at least 80 per cent of the taught sessions.

Full details of the assessment criteria, marking schemes and deadlines will be provided at the start of the programme. Please see the individual course descriptions for further information.

Obtaining creditThe quality of LSE-UCT July School courses is given the highest priority. While neither LSE nor UCT offer credit, many past students have been able to receive credit from their home university upon presentation of their certificate, transcript and course syllabus. Students who wish to receive credit should speak to their home university as soon as possible. The LSE-UCT

July School office is very pleased to provide any further information which may be helpful to students or their institutions.

Study facilitiesDuring the LSE-UCT July School, participants will have access to study facilities at the University of Cape Town, including the Chancellor Oppenheimer library, computer and printing facilities, web and Wi-Fi access. However, considering the intensive nature of the programme and the requirement for written papers and research, participants are strongly advised to bring their own laptop or similar device with them. Students will be assisted in setting up access to IT networks on their portable devices on arrival at UCT.

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Accommodation Please note that accommodation is not included in the tuition fee.

Participants on the 2014 LSE-UCT July School are able to book accommodation in UCT’s secure and modern Graca Machel residence on UCT’s lower campus, a ten minute walk or short campus bus ride from the LSE-UCT July School teaching buildings. A booking and payment form will be provided to all registered participants. A number of rooms have been allocated, including some with disabled access, and accommodation can be booked at discounted rates until 15 May. Any bookings made after this date will be subject to availability and may be at higher rates. Accommodation is in single or twin rooms, within single-sex flats shared by eight people. Each flat has a shared bathroom and kitchenette/ lounge/ study area. Wi-Fi internet is available in all rooms. Breakfast and dinner can also be booked at the residence. There are no

LIFE IN CAPE TOWN

self-catering facilities in the residence, but a number of catering options are available on and near the UCT campus. The special accommodation rates are approximately £15 per person per night room only, or £20 with dinner and breakfast included.

There is no requirement for LSE-UCT July School participants to stay in UCT accommodation, and many choose to make alternative arrangements to fit their budget and personal circumstances. Participants are advised to consider transport options, personal security and facilities for personal study when choosing accommodation. UCT’s Jammie Shuttle bus service (www.uct.ac.za/students/services/jammie/) is available to LSE-UCT July School participants, including links to UCT’s Hiddingh Campus in the Gardens area of central Cape Town, though a reduced service operates in July. Parking can be arranged on campus where necessary.

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TravelRegistration for the LSE-UCT July School takes place on the afternoon of Sunday 29 June on the UCT campus. Participants are advised to arrive in Cape Town by Saturday 28 June at the latest, and to give themselves sufficient opportunity to acclimatise to the location and the time zone prior to starting their studies.

LSE-UCT July School representatives will be available at Cape Town International Airport between 08:00 and 17:00 on Friday 27 June and Saturday 28 June, to welcome participants to Cape Town and to facilitate safe and reliable transport to accommodation using available airport shuttle services.

Please note that participants will be required to pay for the shuttle services directly.

Please note that participants arriving outside of these times will need to make their own transport arrangements.

The LSE-UCT July School will end with examinations on the afternoon of Friday 11 July, and a farewell dinner that evening. Participants are advised to plan to leave Cape Town no earlier than that evening, and should note that examinations cannot be rescheduled.

As the LSE-UCT July School is an intensive academic programme, there are limited opportunities for sightseeing or tourist activities during the two weeks of the programme. Participants who are keen to see more of Cape Town, South Africa or other areas of the continent are strongly advised to schedule additional time into their trip to accommodate this outside the dates of the programme.

Safety and personal securityPersonal vigilance is key to remaining safe in South Africa. Like any big city throughout the world, Cape Town has its share of crime. The LSE-UCT July School staff will provide detailed safety advice before and after arrival in Cape Town, and all participants are urged to consider it carefully.

It is the responsibility of all participants to keep the LSE-UCT July School office and their family and friends at home informed of their address and contact details throughout the LSE-UCT July School.

Please note that the LSE-UCT July School cannot be held responsible for theft, loss or injury to participants.

Health careSouth Africa has an excellent, modern health system, with facilities and services meeting high international standards. UCT maintains an on-campus health service, the Student Wellness Centre, for registered students where there is no fee for visits to nurse-practitioners, but students are charged for appointments with doctors and other specialists.

Cape Town has a Mediterranean climate and is therefore not susceptible to tropical diseases. However, if you are planning to explore Africa more widely, please seek advice from a medical practitioner prior to travelling.

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Health and personal insurancePlease note that the LSE-UCT July School does not provide any health or personal insurance cover on your behalf, and no personal insurance cover is provided through any accommodation arranged.

Please ensure that you have health and personal insurance cover that is sufficient for the whole period that you will be in South Africa, and sufficient to cover any theft or medical emergency which may arise. Copies of this insurance documentation may be lodged with the LSE-UCT July School office on arrival, in case a need to consult them arises.

VisasNationals of many countries are able to travel to South Africa for two weeks without a visa, or to apply for a tourist visa on arrival in the country. However, all participants are strongly advised to check their personal situation and to apply for any visa required in good time.

Please note that, as you will be enrolled on the LSE-UCT July School and not as a degree-seeking student of the University of Cape Town, a student visa or study permit is not required.

Cultural and social eventsA programme of social and cultural events will be scheduled for the middle weekend of the programme, to allow participants to experience Cape Town and its environment in a range of different ways.

A farewell dinner will be arranged for the final day of the programme, for all participants, staff and faculty. Please see our website for updated details on the programme of cultural and social events as they are confirmed.

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The LSE-UCT July School in Cape Town is a university-level programme, and accepts applications from university students, graduates and professionals from all over the world.

We appreciate that applicants may show their English ability in a range of ways, such as:

• Being a speaker of English as their first language

• Having studied at university level in English (not learning English language), as shown on a transcript

• Having studied English at school (eg, South African Matric Certificate, GCSE, iGCSE, O-Level, A-Level, International Baccalaureate) and received a good passing grade

• Having taken an approved English Language test and met the standard below.

– National Benchmark Test in Academic Literacy (South Africa) – Proficient

– IELTS – 6.5

– TOEFL (Internet based) – 100 points

– TOEFL (Computer based) – 250 points

– TOEFL (Paper based) – 600 points

– Cambridge Advanced English (CAE) – Pass

– Cambridge Proficiency in English (CPE) – Pass.

If you have any queries about whether your proof of English Language is suitable, please contact the LSE-UCT July School office.

When to applyApplications for the 2014 LSE-UCT July School will be accepted from January 2014. The deadline for applications to be received is 16 May 2014, and applications will only be considered after that date if places are available.

Early application is strongly advised and a discount is available to any participants whose completed application is received before 31 March 2014.

ADMISSION CRITERIA

There is no minimum grade requirement for applications to the programme, but applicants should be prepared to actively participate in a rigorous, intensive academic programme run by two leading research and teaching universities. It is expected that all participants will engage with the extensive reading list as required by their course and contribute in class discussions.

A limited number of places are available to students who will have completed high school by July 2014 and hold a confirmed offer of a university place.

Proficiency in EnglishAs the LSE-UCT July School is delivered in English, it is essential that all participants have a good standard of English language to enable them to fully participate in the programme and interact with colleagues.

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How to applyAll applications should be submitted through the online application form on the LSE-UCT July School website. Applicants must select only one course. Due to the intensive nature of the programme, it is not possible to take more than one course on the 2014 programme.

An application fee is payable with each application, and is paid by credit/debit card through the secure online LSE eShop system.

The application form requires personal details, information on current or previous university study and current employment information. Details of an academic referee must be provided but a written reference is not required with the application.

A university transcript and, if relevant, proof of meeting the English language requirements must be uploaded as part of the application. A passport-style photograph and a copy of a passport will also be requested.

If you have any difficulty in submitting your application through the online system, please contact the LSE-UCT July School office.

Receipt will be acknowledged within five working days. A decision will normally be made on fully completed applications within ten working days, but at particularly busy times this timescale may be extended. Further information may be requested from the applicant and/ or academic referee as required.

“ This was a great opportunity to further explore business from a social interest standpoint”

Franklin, USA

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Tuition feesThe tuition fee for taking one course on the LSE-UCT July School is as below:

• Standard rate: £1,350

• Student rate: £1,150

The student rate is available to current full-time university and high school students, and also to alumni of LSE and the University of Cape Town.

A further £100 discount is available for all fully completed applications received by 31 March 2014.

• Standard rate – Early applicants: £1,250

• Student rate – Early applicants: £1,050

Please note that the tuition fee does not include the cost of travel, accommodation or other living costs.

Application feeA non-refundable £40 application fee applies to all applications, and is paid by credit/debit card online through the secure LSE eShop system as part of the application process.

Application fees must be paid before an application can be submitted. Applications cannot be processed without the fee having been received.

The application fee is not refundable in the event of an unsuccessful application or a decision to withdraw or not accept an offered place.

Tuition fee paymentTuition fees must be paid in order to secure a place on the LSE-UCT July School. The payment must be received by the deadline given on the offer letter, usually four weeks from the offer, or the offered place may be made available to another applicant. These timescales may be shortened closer to the start of the LSE-UCT July School.

Tuition fees are paid online by credit or debit card through the secure LSE eShop, which requires a validation code provided in the offer letter. If tuition fees are to be paid by a third party, the participant must provide sufficient notice to the LSE-UCT July School office to arrange for the fees to be received by the appropriate. Full receipts are provided for all payments.

Under no circumstances will a participant be permitted to attend the LSE-UCT July School if their fees have not been paid in full in advance.

FEES AND PAYMENTS

“ It has helped my business knowledge; my awareness of Africa’s issues; and it has also showed me a beautiful city that I got to experience in a unique way”

Ehae, Nigeria

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Change of courseAny applicant or registered participant who wishes to change their course should submit their request by email to the LSE-UCT July School office. Requests can only be considered subject to availability and if received on or before Friday 13 June.

Refund policyIf a fully registered participant chooses to withdraw from the LSE-UCT July School, they should request this by email to the LSE-UCT July School office.

Withdrawals are eligible for a partial refund in line with the following guidelines.

• On or before Friday 30 May 2014: 95 per cent of tuition fees

• On or before Friday 13 June 2014: 75 per cent of tuition fees

• On or before Friday 27 June 2014: 50 per cent of tuition fees

• After Friday 27 June 2014: no refund

Please note that the application fee is non-refundable, and no refunds can be issued against any additional costs incurred for travel, accommodation, changes in exchange rates, etc.

In the unlikely event that an LSE-UCT July School course is cancelled, participants registered for that course will be offered a place on an alternative course within the 2014 LSE-UCT July School, or a full refund of their tuition fees. Registered participants will be informed as early as possible if a course is at risk of cancellation, and by 16 May 2014 at the latest.

BursariesLSE-UCT July School offer holders who are a national or a resident of an African country are eligible to apply for support from the Standard Bank Bursaries and Giuseppe Roasenda Bursaries. A limited number of bursaries, including some designated for current UCT students, are available to cover

(or contribute to) tuition fees, travel to Cape Town and/or living costs.

Current LSE students may be eligible to apply for a limited number of full and partial bursaries, supported by the LSE Annual Fund.

Only offer holders whose application to the LSE-UCT July School is complete by 31 March will be considered for a bursary. A separate bursary application form will be sent to eligible offer holders. Bursaries will be distributed to applicants in financial need who best show their suitability for the LSE-UCT July School, how they will benefit from attending, and how their attendance will yield broader benefit to their community.

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COURSE DESCRIPTIONS

LCS-IR201 Africa and Global Transformation: The rise of emerging powers and a new international order

development and security on the continent?

In order to understand the burgeoning relationship between emerging powers and Africa, we need to recognise the range of economic, diplomatic and security rationales behind emerging power engagement with the continent.

This dynamic course will investigate the deepening relationship between Africa and emerging powers, providing students with insights in the opportunities and challenges posed by this global transformation for Africa in the 21st century.

About the instructorsProfessor Chris Alden is Professor in the Department of International Relations at LSE and internationally recognised as a leading scholar on the dynamic role of emerging

powers in Africa. Amongst his publications are Emerging Powers in Africa; The South in World Politics and China Returns to Africa.

He is Senior Research Associate of the Global Powers Programme at the South African Institute of International Affairs and director of the LSE-IDEAS Africa Programme. Dr Alden taught at Wits University for ten years, where he co-founded the continent’s first Asian studies research centre in 1992.

Dr Karen Smith is Senior Lecturer in the Department of Political Studies at UCT having been based at the University of Stellenbosch from 2000 to 2010. She is a

research associate at the Institute of Global Dialogue, an associate editor of the journal International Political Sociology, and previously served as Secretary-General of the United Nations Association of South Africa.

Her current research interests include South Africa’s foreign policy, the emerging powers – especially India, new global governance groupings like IBSA and BRICS, African and International Relations theory, the changing world order, and friendship in international relations.

Nowhere in the world is the rise of the emerging powers more evident than in Africa. From the multi-billion dollar investments in oil and minerals to the influx of thousands of merchants, labourers and consumer goods, the growing political and economic reach of emerging powers like China, India and Brazil are redefining Africa’s traditional ties with the international community.

At the same time, mobilised in part by this accelerated interest from abroad, the African continent is experiencing unprecedented growth, a rising middle class and signs of a new international assertiveness on the global stage.

Is a new pattern of economic development, led by emerging power investment and robust political engagement, transforming not only Africa but challenging the established conventions which framed the continent’s relationship with the rest of the world? How are African interests aligning with new global actors and what are the areas of divergence? What are the implications of this global power transformation for African

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LCS-MC201 African Media in a Global Age

African media are a product of Europe’s encounter with the continent at the turn of the 19th century. Although the majority of earlier media were platforms for colonial elites, the second half of the 19th century witnessed the emergence of what is commonly referred to as “black media” aimed at a black readership, founded by missionaries as well as black intellectuals. At independence, many African governments saw modern mass media as crucial in educating the masses and in developing newly established nations, and the 1990s saw the liberalisation and opening up of Africa’s media landscape. Despite persistent digital divides, more recently the continent has seen a tremendous increase in mobile phone use, described by some as a “revolution”.

Acknowledging that media in Africa have historically been part of global processes such as colonialism, this course examines what role media and communication play in contemporary Africa. The first part of the course focuses on the role of media in African politics while the

second part examines the role of media in the everyday lived experience of Africans. The course introduces students to key concepts and debates in media and communication studies, including media and colonialism, media regulation, media and elections, political communication, media production, media and nation-building, popular culture and resistance, cultural imperialism, media and religion and new media and mobility.

As part of the course, a range of case studies will be examined, including soap opera in South Africa, tabloids in Uganda, popular video in Nigeria, religious media in Ghana, political humour in Zimbabwe, and mobile phones in Mozambique.

About the instructorsDr Wallace Chuma is a Senior Lecturer in the Centre for Film and Media Studies at UCT. His research interests include media policy and regulation in Africa, political

communication, the political economy of media

ownership and media framing. Before joining UCT in 2004, Chuma practised journalism in Zimbabwe, Botswana and the United States. He received his doctorate from the University of the Witwatersrand in Johannesburg.

Dr Wendy Willems is a Lecturer in the Department of Media and Communications at LSE. Her research interests include critical approaches to

media, communication and development; new media and social change; popular culture, performance and politics in Africa; and media and nationalism. She has taught at the University of Westminster in London, University of the Witwatersrand in Johannesburg and Midlands State University in Zimbabwe. She is Associate Editor of the Journal of African Media Studies, and holds a PhD from the School of Oriental and African Studies in London.

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LCS-MG201 Business Model Innovation at the Base of the Pyramid: Cape Town and beyond

Over the past decade, tens of thousands of social enterprises, companies and NGOs have started serving people at the so-called economic base of the pyramid (BOP): people who live on a few dollars per day or less. These organisations range from service providers (in solar, mobile banking, clean water, health care, etc) to those aiming at integrated solutions to reduce poverty (eg, job creation and training, micro-finance, etc). When and how do these organisations reach social goals, in addition to being economically successful? Do they create positive or negative outcomes for the target group and for other groups in local communities? How can we design, implement, and scale social enterprises, companies and NGOs that create social value for people, based on a real understanding of their needs, aspirations and dreams?

This course combines theory with practical application, and requires participants to engage with real-world issues in partnership with a

About the instructorProfessor Harry Barkema is Professor of Management at the London School of Economics and Political Science and founding director of LSE’s Innovation Co-

Creation Lab. The Lab generates and diffuses knowledge on organisations and their social impact at the economic base of the pyramid (BOP), and leads practice workshops with companies, social enterprises and NGOs in South America, Africa, and Asia.

Harry has published dozens of articles in top management journals, was twice an associate editor of the leading empirical management journal (Academy of Management Journal), member of the Board of Governors of the main professional organisation in Management (the Academy of Management), and has won numerous research prizes.

He has worked with 100+ organisations designing, implementing and scaling up new business models, including with dozens of companies, social enterprises, and NGOs addressing poverty in South America, Africa and Asia.

successful highly innovative social enterprise based in the Cape Flats communities to the west of Cape Town. You will design, with your student team, an actual new business model, working with a local entrepreneur. This involves a site visit for briefing with local budding entrepreneurs, a full day of on-site research, and presentation of final designs to the local community concerned.

The course begins with an understanding, anchored in anthropology and development, of the economic, social and political opportunities and constraints of people living in poverty. Next we discuss key insights, concepts, theories, methodologies and tools for designing, implementing and scaling up organisations – companies, social enterprises, and NGOs – to maximise social outcomes while being economically successful.

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LCS-EC201 Economic Challenges for African Development

continent”. Much has changed since then, and many countries have experienced booming growth driven, in part, by rapidly growing investment in their abundant resource sectors. Of course, huge challenges exist; including widespread poverty and aid dependence, on-going conflict in some regions, and the stresses of providing infrastructure for burgeoning urban populations.

The topics covered include a review of economic development strategies; the role of foreign trade and regional integration; the financing of development; the impact of conflict; poverty and human development; the impact of corruption; and agricultural and industrialisation strategies. The focus is applied and policy-oriented with extensive use made of illustrative country case studies.

The course is aimed at economics students and graduates who wish to develop some background on the economies of SSA countries. It is also well-suited to non-

economists who have some knowledge of African countries and a desire to build-up their economic expertise.

About the instructorsProfessor Mark Ellyne is Adjunct Associate Professor in the School of Economics at UCT. He was a senior economist in the African Department of the International

Monetary Fund for 20 years, including serving as Resident Representative in Uganda and Zambia. He has recently served as a consultant to the Southern African Development Community on liberalising exchange controls. Professor Ellyne’s research interests include macroeconomic policy, monetary policy, and regional integration.

Professor Anthony Black is Professor in the School Economics at the University of Cape Town and was formerly director of the School. He has

published extensively on trade issues, regional integration, industrial policy and foreign direct investment, including editing Towards

This course offers a retrospective and prospective view of economic development in sub-Saharan Africa. Although these countries are far from homogeneous, it is possible to identify common economic trends over the past few decades. After independence, most countries in Africa suffered serious relative economic decline, leading The Economist magazine in 2000 to dub Africa “the hopeless

Employment Intensive Growth in South Africa in 2013. Professor Black has advised South Africa’s Department of Trade and Industry on automotive development policy and acted as a consultant to the Government of Mozambique, the United Nations Industrial Development Organisation and many others.

Professor Léonce Ndikumana is Andrew Glyn Professor of Economics at the University of Massachusetts, Amhurst. He served previously as chief of

macroeconomic analysis at the United Nations Economic Commission for Africa and Director of Research at the African Development Bank. He has been particularly concerned with issues of external debt and capital flight, financial markets and growth, macroeconomic policies for growth and employment, and the economics of conflict and civil wars in Africa. He is author of dozens of articles and book chapters and recently coauthored Africa’s Odious Debt: How Foreign Loans and Capital Flight Bled a Continent.

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LCS-EH202 Globalisation in Africa: A long-run perspective

Africa’s relative poverty. Three main questions will be addressed:

1) How did Africans respond to the opportunities and challenges offered by changes in the global economy?

2) What impact did these changes have on economic growth and living standards in Africa and how can we measure this with the available evidence?

3) How can we use African economic history to inform policy decisions in the future?

In answering these questions, students will receive an introduction to the key themes in

Globalisation has profoundly influenced the development of African economies. On the one hand, it has offered opportunities for economic growth and development. At the same time, however, greater dependence on global trade has made African economies more vulnerable to economic crises, and rising inequality has meant that while some have profited, others have seen a decline in their welfare.

Recent research on African economies has increasingly looked farther into Africa’s past to explain current economic outcomes. This course will draw on the latest research in African economic history and students will discuss and debate different explanations of

African economic history as well as to the methods and theories used by economic historians in researching the development of emerging economies over the long run. Comparative examples will be used to underline the common challenges faced by developing countries in an industrializing and globalising world.

About the instructorDr Leigh A Gardner is Assistant Professor of Economic History at LSE and a Research Fellow in African Economic History at Stellenbosch University. She

completed her doctorate at the University of Oxford and has previously taught at the University of Cape Town and worked as a researcher on the British Museum’s “Money in Africa” project.

Her research focuses on the political economy of African development during the 19th and 20th centuries.

“ The course was well structured and provoking, with well-informed academics who challenged us to think beyond the literature”

Busani, South Africa

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social enterprise and the bottom of the pyramid, and informal politics and collective bargaining.

The course will use a comparative institutional approach, focusing attention on the divergent trajectories of informal economies and their differential effects on state capacity, regional dynamics, global integration and economic development in different developing countries and regions. Empirical trends and case studies will be used to illustrate, and to challenge, contemporary perspectives on the role of the informal economy in development.

About the instructorsDr Kate Meagher is Associate Professor in International Development at LSE and has expertise in the informal economy and non-state governance in

Africa. She has carried out extensive empirical and theoretical research on cross-border trading systems and regional integration, the urban informal sector, rural non-farm activities, small-enterprise clusters, and informal enterprise

associations, and has engaged in fieldwork in Nigeria, Uganda, and the Democratic Republic of the Congo.

She holds degrees from the University of Toronto; the Institute of Development Studies at the University of Sussex, and a DPhil in Sociology from Oxford, and has worked at IAR/Ahmadu Bello University in Nigeria and the African Studies Centre, University of Oxford.

Dr Marlese von Broembsen is a senior lecturer in the Faculty of Law at UCT. She is a trained lawyer and holds a Master’s in Development Studies. Her

work focuses on the nexus between poverty, informality, law and development. This draws on four years spent working with black-owned informal businesses in townships near Cape Town, as well as many years of policy work for international aid agencies, South African agencies, the UCT Graduate School of Business, and government.

Informal economies now account for between a third and half of GDP in developing countries, and employ between half and three-quarters of the non-agricultural labour force. In a globalising world, does the informal economy foster or weaken economic growth? Do informal economies have different effects in different regional and economic contexts? Does a better understanding of informal economic institutions hold the key to making markets work for the poor?

This course aims to familiarise students with the complex economic processes taking place outside the formal boundaries of state regulation. We will focus on the changing theoretical, empirical and policy dimensions of the informal economy, drawing on statistics and case studies from Africa, Asia, the Middle East and Latin America. The course will introduce the key statistical and theoretical advances in the study of informality and development before turning to a range of contemporary issues, including informality and global value chains, informality and the law, urban informalisation,

LCS-EC202 The Informal Economy and Development: Poverty trap or engine of growth?

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sentiments. The course will also cover nativism, disease, immigration laws, and current media coverage with particular attention to South Africa. A trip to the Cape Town Refugee Centre in Wynberg, Cape Town is also planned.

About the instructorDr Teresa Alfaro-Velcamp is Research Associate at the Centre for Social Science Research at the University of Cape Town, South

Africa and Professor of History at Sonoma State University in California, USA, where she runs the Latin American Studies Minor Program. She holds a PhD in History and an MA in Latin American Studies from Georgetown University, an MSc in Comparative Politics

from LSE and a BA from California Polytechnic State University. She has previously worked as an International Trade Consultant for Motorola and in Government Affairs for Texas Instruments and National Semiconductor.

Building on her book So Far from Allah, So Close to Mexico: Middle Eastern immigrants in Modern Mexico (2007) and recent comparative study of migration and citizenship in Mexico and the United States, Dr Alfaro-Velcamp has begun new research on refugees and marginalised populations, such as those displaced by war and famine, in Africa, the Middle East, and Latin America. She is interested in the intersection between disease and displaced populations, and how public health issues get mapped onto immigrants and refugees.

According to the 1951 United Nations Convention Relating to the Status of Refugees, a refugee is someone who “owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality, and is unable to, or owing to such fear, is unwilling to avail himself of the protection of that country.” This definition, however, does not include those fleeing because of economic and political instability.

This course will examine the push and pull factors for migrants and refugees in Africa. It will change topics such as the economic costs for governments to absorb refugees, how local populations respond to the influx of migrants, and how migrants are perceived as economic actors. Questions of where different refugees settle in Africa, and how they are received will be explored. The issue of xenophobia will be examined in the context of economic racism and how difficult economic circumstances for locals can create conditions for anti-foreign

LCS-SP201 Politics and Economics of Refugees in Africa

“ The focus on discussion and debate made it an intellectually stimulating experience”

Jasim, UK

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LCS-DV201 Poverty: What causes it, and what it causes

philosophically and practically, as well as his work on famines, both as regards his theory of entitlements and the relationship between democracy and famines. However, the course is not just about Sen’s work. We also focus on new work in development economics over the past decade. Much of our attention will be on understanding poverty at a micro household or individual level, as well as on how governments and other actors can reduce poverty. Thus we focus on the relationship between poverty and education, microinsurance and microcredit, and democratisation. We also ask whether poverty is a cause of violence, a topic that is hotly debated within the current

literature on civil wars. Finally, we conclude with a critical analysis of the Millennium Development Goals and prospects for poverty reduction in the 21st century.

Contingent upon local arrangements we plan to spend one day outside the classroom talking to government officials about poverty reduction policies in South Africa, either in the Cape Town city government or the Western Cape government.

About the instructorDr Elliott Green holds degrees from Princeton University (BA) and LSE (MSc, PhD). He has been teaching in the Department of International Development at

the LSE since he received his PhD in 2005. His research focuses on the political demography of modern Africa with special attention to migration and urbanisation and with empirical interest in Uganda, Tanzania and Botswana, among other countries.

The course is an interdisciplinary analysis of poverty in the developing world, where the focus is on poverty both as a dependent variable (what causes poverty) and an independent variable (what poverty causes). The course will draw from a variety of disciplines but will pay special attention to the political economy of poverty; however, no prior mathematical or statistical qualification is required.

The course pays particular attention to the work of the Nobel-prize winning development economist Amartya Sen. We examine his concept of capabilities, which changed the way people conceive of poverty both

“ A highlight for me was the people at the July School, and the ability to debate key issues relating to Africa with peers”

Stephen, UK

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LCS-GV201 The State and Development in AfricaThe state in Africa experienced its heady expansion after independence, being seen the prime agent of nation-building, modernisation and economic development in the 1960s and 1970s, only to find itself vilified as a “lame leviathan”, “vampire state”, ”clientelistic state”, ”neopatrimonial state”, “rentier-state”, “kleptocratic state”, “swollen state” etc, which had overreached its ability to deliver on its promises. Retrenchment and “reigning in the state” were among some of the solutions proposed to address these problems. This was to be achieved through liberalisation, deregulation and privatisation which were expected to produce a “lean” state that would be supporting of the market. By the mid-1990s there was a realisation of the centrality of the state even for the success of liberalised markets. A new agenda for state reform was thus embarked upon to produce institutions that would support market reforms.

This course will revisit both the theoretical and empirical views behind the changing positions towards the state in Africa. Special attention

will be paid to the many economic, institution and political reforms that have been suggested to “fix” states in Africa. It will also examine some of the new demands for “developmental states” in Africa and the possibilities of such states. It will critically examine some of the institutional reforms that have been introduced in Africa.

About the instructorProfessor Thandika Mkandawire is Professor of African Development and Head of the African Initiative at LSE, and Olof Palme Professor for

Peace at the Institute for Future Studies in

“ I really enjoyed meeting people from different backgrounds who are interested to learn about similar things”

Milica, Serbia

Stockholm. His research interests are mostly in development theory, economic policy and development, social policy in developing countries, and the political economy of development in Africa.

He was Director of the United Nations Research Institute for Social Development from 1998 to 2009 and Director of the Council for the Development of Social Science Research in Africa (CODESRIA) from 1986 to 1996. He was previously Senior Research Fellow at the Centre for Development Research in Copenhagen and has taught at the Universities of Stockholm and Zimbabwe.

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LCS-GY201 Urban Modernities: Space, place and difference

This course considers the challenges and opportunities of contemporary urbanism, utilising insights from geography, anthropology and history. We explore urban modernities, looking at the role of global processes and connections in the making of the modern TransAtlantic world, and their impact on the local practices and possibilities shaping neighbourhoods in Cape Town.

The course begins with the “Black Atlantic”, tracing the impact of the ocean circuits in the Atlantic. We consider the transformation of Euro-American cities, the incredible sense of change in 19th century cities, and the ideas of social and spatial change of the early 20th century. We reveal the both similar and different sorts of urban realities in African colonial cities, and the different ways in which African urbanism has emerged across postcolonial contexts.

The course then focuses on the making and unmaking of urban segregation in South Africa and Cape Town, using lectures and field trips

Professor Sue Parnell is Professor in the Department of Geography and Environmental Sciences and the African Centre for Cities at the University of

Cape Town. She has previously taught at Wits University and SOAS in London. She is an urban geographer focused on contemporary urban policy research – local government, poverty reduction and urban environmental justice as well as more general debates about formality and informality at the city scale.

Dr Sharad Chari is Associate Professor in the Centre for Indian Studies in Africa and the Anthropology Department, University of the Witwatersrand.

He was Lecturer in Human Geography at LSE from 2004 to 2012. He works between anthropology, history and critical geography, on the political economy and cultural politics of contemporary India and South Africa. He has conducted long-term fieldwork in Tamil Nadu in India, and in Durban, South Africa.

to consider township urbanisms in Langa, the problems and possibilities of memory in the District Six Museum, and the dynamics surrounding queer life in today’s Cape Town.

The course concludes by considering the pitfalls and possibilities of rethinking urban modernities specifically from Cape Town, the confluence of the Black Atlantic and the Indian Ocean, and of seeing South African cities not just as sites of possibility but also as ruins of various sorts.

About the instructorsDr Bradley Rink is a lecturer in the UCT Department of Geography and Environmental Sciences and the African Climate and Development Initiative. He

is a human geographer with interests in the creation and performance of urban space, urban culture(s), and the complex interactions that occur in that heterogeneous environment. His current research interests focus on urban life, culture and the related issue of quartering.

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Email: lse-uct.july.school@lse.ac.uk