rural livelihoods in the global south (f8017s) - University of Sussex

THE UNIVERSITY OF SUSSEX
Department of Geography
RURAL LIVELIHOODS IN THE
GLOBAL SOUTH (F8017S)
(SPRING TERM 2013) TEACHING BLOCK 2
Taking a break from processing coconuts. Coimbatore District, Tamil Nadu, India. June 2009.

RURAL LIVELIHOODS IN THE GLOBAL SOUTH
Module Outline
This module considers the varied nature of rural livelihood systems in developing
countries. We consider livelihood change, diversification and migration, and the
interconnectedness of the global and the local in causing change in rural societies. The
module will explore the impact of different agents of change on livelihoods – examples
might include the role of non-governmental organisations, the impact of modern
biotechnology and the effects of trade on livelihoods. The module draws primarily (though
by no means exclusively) on evidence from Sub-Saharan Africa and India.
Module Structure
Spring Term, Thursday mornings from 10am in Arundel 205.
Week Date Topic
1 24 th Jan Introduction to the module
2 31 st Jan From peasants to livelihoods: agriculture, diversification and
migration
3 7 th Feb Rural livelihoods, land and land reform
4 14 th Feb Rural change and social relations: gender
5 21 st Feb Agriculture and biotechnology
6 28 th Feb Rural change and mobility: labour migration and livelihoods
7 7 th March Globalisation: trade and working for global markets
8 14 th March Fair trade and ethical trade: the effects on livelihoods
9 21 st March Agents of change: NGOs and rural livelihoods
10 EASTER BREAK
11 4 th April Understanding livelihoods: research methodologies &
participation
12 11 th April Tutorials on learning diaries
Module Tutor: Dr Grace Carswell
Email: g.carswell@sussex.ac.uk
Phone: (87)3399
Advice and feedback hours: Monday, 2-3pm; Tuesday 4-5pm
Enquiries
All non-academic enquiries, or problems relating to the module, should in the first instance
be addressed to the Geography Co-ordinator, Cathérine Senger, in the School Office.
Teaching Methods
The module is taught through a programme of weekly workshops, in which students are
required to engage in discussions and a variety of large- and small-group activities.
Students receive a week-by-week guided reading and ‘task’ programme to enable them to
prepare for presentations, discussion and various types of group work, e.g. role plays,
debates, etc. Considerable emphasis is placed on developing knowledge and
understanding through in-depth reading and group activities. Students should be able to
Rural Livelihoods in the Global South, 2013 - F8017 2

develop and strengthen a wide range of intellectual and transferable skills, for example
through individual and group presentations, critique and debate.
Detailed reading and preparation for the weekly meetings is essential and attendance at
these sessions is an obligatory requirement of the module. Students are expected to
spend 10-15 hours per week preparing for the meetings, completing assignments and
doing their Learning Diaries. All students will be asked to write a one page synopsis
on allocated readings each week. The synopsis should summarise the article, and
present some of your own thoughts about the reading. These should be posted up on the
StudyDirect Forum by 9am on the Wednesday before class.
Learning Outcomes
By the end of the module successful students will have:
Acquired knowledge and understanding
(i) of the varied nature of rural livelihood systems in developing countries.
Demonstrated:
(ii) an ability to critically assess the impact of different agents of change on
livelihoods.
(iii) Knowledge and understanding of current debates in rural and social
development, and policies to promote development.
(iv) an ability to formulate academic arguments and to present them in written and
oral form.
Learnt to:
(v) Reflect critically and continuously upon their learning: identifying strengths and
building upon them; identifying weaknesses and addressing them throughout the
module
Assessment
The module is assessed by a 7000 word learning diary. Further details of this can be found
at the back of this document. We will have a ‘Learning Diary Surgery’ in the middle of the
term to discuss in more details what is expected. The deadline for the assessment can be
found online.
Resources
The main source of reading material is the Main Library, although most journals are
available electronically. Any items that are unavailable in the Main Library will be placed on
Study Direct. (If you are unable to locate anything on this reading list, please let me
know ASAP so I can put a copy onto StudyDirect.) In addition the library of the Institute
of Development Studies may be used with a letter of introduction, but students should
always check first for materials in the Main Library. Undergraduates are not allowed to
borrow materials from IDS, although they can consult materials.
Rural Livelihoods in the Global South, 2013 - F8017 3

The Internet
On-line research should never be seen as a replacement for library based research. Yes,
the Internet is an incredibly rich source that makes vast quantities of material available. It
is however easy to get lost in the volume of material. It is important that you evaluate
material that you find on the web, just as you would any other source material, so that you
become a discerning user of the internet.
Useful website to get you started:
Eldis, the “gateway to development information” at http://www.eldis.org/
There are lots of good ways of searching the net: Google Scholar, for example. Avoid
Google and Wikipedia!
Introductory Reading List
Adams, W.M. (2009) Green Development (3rd edition) Routledge
Barrientos, S. and C. Dolan (eds). (2006) Ethical sourcing in the global food system.
London: Earthscan.
Barrow, O. and Jennings, M. (eds) (2001) The charitable impulse: NGOs and development
in East and North-East Africa James Currey, Oxford.
Bryceson, D., C. Kay and J. Mooij, (2000) Disappearing Peasantries? Rural Labour in
Africa, Asia and Latin America, London: IT Publications
Ellis, F. (2000) Rural livelihood and diversity in developing countries OUP.
Jones, S. and Carswell, G. (2004) An Earthscan Reader in Environment, Development
and Livelihoods Earthscan.
Mosse, D. (2005) Cultivating Development: An Ethnography of Aid Policy and Practice,
London: Pluto.
Rigg, J. (2007) An Everyday Geography of the Global South Routledge, London.
World Bank (2008) World Development Report: Agriculture for Development. Available
online at http://go.worldbank.org/ZJIAOSUFU0
Week 1: Introduction
An introductory meeting will be held, during which the module programme, required
reading and assessment details will be explained.
Week 2: From peasants to livelihoods
This session will introduce the concept of livelihoods, and how the term came about. We
will consider the category of ‘peasants’ and some of the debates about this term. The
session will also be concerned with the changing role of agriculture and non-agricultural
activities in rural livelihoods and processes of ‘deagrarianisation’.
Core readings
Bryceson, D. (2002) ‘The Scramble in Africa: Reorienting Rural Livelihoods’ World
Development 30 (5): 725-39.
Rural Livelihoods in the Global South, 2013 - F8017 4

Davis, B. (2010) ‘A Cross-Country Comparison of Rural Income Generating Activities’,
World Development 38(1): 48–63.
Ellis, F. (1998) Household strategies and rural livelihood diversification Journal of
Development Studies 35 (1): 1-38.
Nygren A and O Myatt-Hirvonen (2009) Life is just getting by ... livelihood strategies and
social networks among peasant households in Hondurus Journal of Peasant
Studies 36(4): 827-854.
Rigg, J., (2006) Land, farming, livelihoods and poverty: Rethinking the links in the rural
South’, World Development 34(1): 180-202.
Turner (2012) ‘Making a Living the Hmong Way: An Actor-Oriented Livelihoods Approach
to Everyday Politics and Resistance in Upland Vietnam’, Annals of Association of
American Geographers 102(2): 403-422.
Further readings
Akram-Lodhi, A., S. Borras and C. Kay (eds) (2007), Land, Poverty and Livelihoods in an
Era of Globalization, Abingdon: Routledge.
Bernstein, H. (2001) “The Peasantry” in Global Capitalism: Who, Where and Why?
Socialist Register, Merlin Press.
Bernstein, H. and T. Byres (2001) From Peasant Studies to Agrarian Change, Journal of
Agrarian Change, 1 (1).
Biles, J., (2008) Informal Work and Livelihoods in Mexico: Getting By or Getting Ahead?
Professional Geographer, 60(4): 541-555.
Bryceson, D., et al (eds) (1999) Disappearing peasantries?: rural labour in Africa, Asia and
Latin America London: Intermediate Technology Publications.
Bryceson, D.F. (1996) Deagrarianization and rural employment in sub-Saharan Africa: a
sectoral perspective World Development 24(1): 97-111
Bryceson DF (2010) ‘Gold Digging Careers in Rural East Africa: Small-Scale Miners’
Livelihood Choices’ World Development 28(3): 379-392.
Ellis, F. (2000) Rural livelihood and diversity in developing countries OUP.
Francis, E (2000) Making a living: Changing livelihoods in rural Africa Routledge, London.
Little, P.D. et al (2001) ‘Avoiding Disaster: Diversification and Risk Management among
East African Herders’ Development and Change 32 (3): 401-433.
McCusker, B., E. Carr, (2006) The co-production of livelihoods and land use change: Case
studies from South Africa and Ghana, Geoforum, 37 (5), 790-804.
Rigg, J. (2007) An Everyday Geography of the Global South Routledge, London.
Rigg J et al (2012) ‘Joining the Dots of Agrarian Change in Asia: A 25 Year View from
Thailand’, World Development 40(7): 1469-1481
Shrestha, N. (2008) ‘Misery is My company Now’: Nepal’s Peasantry in the Face of Failed
Development, Journal of Peasant Studies, 35 (3): 452-475.
Vakulabharanam, V. (2005) Growth and Distress in a South Indian Peasant Economy
During the Era of Economic Liberalization, Journal of Development Studies, 41 (6),
971-977.
World Development (2001) Special Issue, 29, 3 Rural non-farm incomes in Latin America.
Week 3: Rural livelihoods, land and land reform
For many rural dwellers land is a critical resource, and over the years land reform has
been on and off ‘the agenda’ of development agencies. This week we explore land as a
natural resource, and consider different approaches to managing it. We consider how land
means different things to different people, and how land reforms have worked on the
ground.
Rural Livelihoods in the Global South, 2013 - F8017 5

Key readings
To be confirmed
Further readings
Berry S (2002) ‘Debating the Land Question in Africa’, Comparative studies in Society and
History 44(4): 638-668.
Berry S (2009) ‘Property, authority and citizenship: land claims, politics and the dynamics
of social division in West Africa’, Development and Change 40(1): 23-45.
Chavundukaa, CM and DW Bromley (2013) Considering the multiple purposes of land in
Zimbabwe’s economic recovery Land Use Policy 30 : 670-676
http://dx.doi.org/10.1016/j.landusepol.2012.05.004
Chinsinga B (2011) ‘The politics of land reforms in Malawi’, Journal of International
Development 23(3): 380-393
Fay D (2009) ‘Land Tenure, Land use and land reform at Dwesa-Cwebe, South Africa:
local transformations and the limits of the state’, World Development 37(8): 1424-
1433
Hall R (2004) ‘The political economy of land reform in South Africa’, Review of African
Political Economy, 31(100): 213-227
Journal of Peasant Studies, 2011 38(5) – Special issue on Land reform in Zimbabwe
Lipton, M (2009) Land Reform in Developing Countries: Property Rights and Property
Wrongs. New York: Routledge. (And review of book by Berry A (2011) ‘The case for
redistributional land reform in developing countries’, Development and Change
42(2): 637-648.
McGregor J (2009) Crossing the Zambezi: The politics of landscape on a Central African
frontier, James Currey, Oxford.
Peters P (2009) ‘Challenges in Land Tenure and Land Reform in Africa: Anthropological
Contributions’, World Development 37(8): 1317-1325.
Place F (2009) ‘Land tenure and agricultural productivity in Africa’, World Development
37(8): 1326-1336.
Scoones I (2012) ‘Livelihoods after land reform in Zimbabwe: understanding processes of
rural differentiation’, Journal of Agrarian Change 12(4): 503-527.
Scoones I et al (2010) Zimbabwe’s land reform: myths and realities James Currey, Oxford.
Sikor T and D Muller (2009) ‘The limits of state-led land reform: an introduction’, World
Development 37(8): 1307-1316.
Woodhouse P (2012) ‘New investment, old challenges: land deals and the water constraint
in African agriculture’’, The Journal of Peasant Studies 39(3-4): 777-794.
Land grabbing
The issue of land grabbing has received considerable attention in recent years. We won’t
have time to consider this in class, but those who are interested can look at the following:
Journal of Peasant Studies, 2011 38(2) – Forum on global land grabbing
Journal of Peasant Studies, 2011 38(4) – Special issue on global land control
Journal of Peasant Studies, 2012 39(3-4) – Special issue on land rush
Journal of Peasant Studies, 2012 39(2) – Special issue on green grabbing
Borras SM and JC Franco (2012) ‘Global land grabbing and trajectories of agrarian
change: a preliminary analysis’, Journal of Agrarian Change 12(1): 34-59.
Wily, LA (2011) ‘‘The Law is to Blame’: the vulnerable status of common property
rights in Sub-Saharan Africa’, Development and Change 42(3) 733-757.
Rural Livelihoods in the Global South, 2013 - F8017 6

Week 4: Rural livelihoods and changing social relations: gender
An understanding of social relations is important in the study of rural livelihoods. This week
we explore how unequal power relations are produced, contested and reproduced through
the interactions of class and other social relations, including relations of gender, age, caste
and ethnicity. Questions to be considered include: How does gender affect rural
livelihoods? In what ways does class interact with gender? How have different aspects of
social relations been affected by ‘globalisation’?
Key readings
Carr, E.R. (2008) Men’s Crops and Women’s Crops: The Importance of Gender to the
Understanding of Agricultural and Development Outcomes in Ghana’s Central
Region World Development 36(5): 900-915
Dolan, C. (2001) ‘The ‘Good Wife’: struggles over resources in the Kenyan horticultural
sector’, Journal of Development Studies, 37 (3):
Kanji, N. and Vijfhuizen, C. (2004) Cracking Cashew Nut Myths? The Challenges of
Gendered Policy Research in the Cashew Sector in Mozambique IDS Bulletin
35(4): 51-60.
Kapadia K (1999) ‘Gender ideologies and the formation of rural industrial classes in South
India today’ Contributions to Indian Sociology 33(1&2): 329-52.
Nightingale, A.J. (2010) Bounding difference: Intersectionality and the material production
of gender, caste, class and environment in Nepal Geoforum [available online]
Takane T (2009) Disparities and diversities among female-headed households in rural
Malawi after 20 years of economic liberalization Singapore Journal of Tropical
Geography 30: 358–372.
Further readings
Barrientos, S. et al (2005) Gender, work and vulnerability in African horticulture IDS
Bulletin 36(2): 74-79.
Boserup, E. (1970 & 1989) Women's role in economic development, Earthscan, London.
Bryceson, D. (1995) Women Wielding the Hoe. Lessons from rural Africa for Feminist
Theory and Practice; Berg publishers. Introduction and conclusion
Chant, D. (2000) ‘From Women-blind to Man-kind: Should men have more space in
gender and development? IDS Bulletin 31(2): 7-17.
Cornwall A, E Harrison and A Whitehead IDS Bulletin 2004 – various articles in this special
issue
Cornwall, A. (2000) Missing Men? Reflections on Men, Masculinities and Gender in GAD
IDS Bulletin, 3(2): 18-27.
Cornwall, A. (ed) (2005) Readings in Gender in Africa, James Currey.
Cornwall, A. and S. White (2000) Men, Masculinities and Development: Politics, policies
and Practice IDS Bulletin, 31(2): 1-6.
Hecht, S. (2007) Factories, Forests, Fields and Family: Gender and Neoliberalism in
Extractive Reserves, Journal of Agrarian Change, 7(3): 316-347.
IDS Bulletin (2004) Repositioning feminisms in development 35(4).
IDS Bulletin. (2000) Men, masculinities and development 31(2).
Jewitt, S. (2000) ‘Unequal knowledges in Jharkhand, India: De-romanticizing women's
agroecological expertise’ Development and Change 31(5): 961-985.
Jewitt, S. (2000) Mothering Earth? Gender and environmental protection in Jharkhand,
India Journal of Peasant Studies 27(2): 94-131.
Kabeer, N. (2002) "Safety Nets and Opportunity Ladders: Addressing Vulnerability and
Enhancing Productivity in South Asia." Development Policy Review 20:589-614.
Rural Livelihoods in the Global South, 2013 - F8017 7

Kapadia K (2010) Liberalisation and transformations in India’s informal economy Female
breadwinners in working-class households in Chennai in B Harriss-White and J
Heyer (eds) The Comparative Political Economy of Development: Africa and South
Asia. London, Routledge [Study Direct]
Momsen, J. H. (2004) Gender and Development, Routledge, London.
Nightingale, A. (2006) The nature of gender: work, gender, and environment Environment
and Planning D: Society and Space 2006, 24(2):165-185
Ransom E and C Bain (2011) ‘Gendering Agricultural Aid An Analysis of Whether
International Development Assistance Targets Women and Gender’, Gender and
Society 25(1): 48-74.
Rao N (2012), ‘Male ‘Providers’ and Female ‘Housewives’: A Gendered Co-performance in
Rural North India’ Development and Change 43(5): 1025-1048
Whitehead, A. and Kabeer, N. (2001) Living with Uncertainty: gender, livelihoods and propoor
growth in rural sub-Saharan Africa IDS Working Paper 134.
Caste
Another ‘axis’ of differentiation is caste. We don’t have time to discuss this in class, but
anyone who is interested can take a look at some of these:
Basu, P. and J. Chakraborty (2008) Land, Labor and Rural Development: Analyzing
Participation in India’s Village Dairy Cooperatives, Professional Geographer,
60(3): 299-313.
De Neve G and G Carswell (2013) T-shirts and Tumblers: caste, politics and
industrial work in Tiruppur’s textile belt, Tamilnadu Contributions to Indian
Sociology (forthcoming, copy available on Study Direct under Week 7)
Gorringe, H 2010: ‘Shifting the “grindstone of caste”? Decreasing Dependency
among Dalit labourers in Tamil Nadu’, pp248-266 in B Harriss-White and J
Heyer (eds) The Comparative Political Economy of Development: Africa and
South Asia. London, Routledge. [Study Direct]
Gupta, D. (2004) Introduction: The Certitudes of Caste: When Identity Trumps
Hierarchy, Contributions to Indian Sociology, 38 (1/2).
Jeffrey C. (2001) ‘A fist is stronger than five fingers’: caste and dominance in rural
north India’ Trans Inst Br Geogr NS 26 217–236 .
Krishna, A. (2003) What is Happening to Caste? A View from Some North Indian
Villages, Journal of Asian Studies, 62 (4).
Shah, AM (2007) Caste in the 21st Century: From System to Elements Economic
and Political Weekly (Nov. 3 - 9, 2007), 42(44): 109-116.
Tanabe, A., 2006, Recast(e)ing Identity: Transformation of Inter-Caste
Relationships in Post-Colonial Rural Orissa, Modern Asian Studies, 40 (3),
761-796.
Week 5: Agriculture and Livelihoods: the role of modern biotechnology
This week we will consider how ‘agricultural development’ has been experienced by the
rural poor. We will critically review the Green Revolution - for some commentators, this
was a social and environmental failure; for others, it was an economic success that helped
stave off a Malthusian hunger trap. With the experience of the Green Revolution in our
minds, we turn our attention to modern biotechnology and ‘GM’ crops. We consider why
there is a need for modern, high-energy input agricultural development, and what have
been the environmental, economic and socio-political problems associated with modern
agriculture. We consider the debate around the impact of GM crops on poverty and food
security.
Rural Livelihoods in the Global South, 2013 - F8017 8

Core readings (to be divided in class)
Read together:
Altieri, M.A., & Rosset, P. (1999). Ten reasons why biotechnology will not ensure
food security, protect the environment and reduce poverty in the developing
world. Ag Bio Forum, 2, 155-162. [Study Direct]
McGloughlin, M. (1999). Ten reasons why biotechnology will be important to the
developing world. Ag Bio Forum, 2, 163-174. [Study Direct]
Altieri, M.A., & Rosset, P. (1999). Strengthening the case for why biotechnology will
not help the developing world: Response to McGloughlin. Ag Bio Forum, 2,
226-236. [available online]
Bazuina, S., H. Azadib, F Witloxb (2011) Application of GM crops in Sub-Saharan Africa:
Lessons learned from Green Revolution Biotechnology Advances 29(6): 908-912
Jewitt S and K Baker (2007) ‘The Green Revolution re-assessed: Insider perspectives on
agrarian change in Bulandshahr District, Western Uttar Pradesh, India’, Geoforum
38(1): 73-89.
Scoones, I. (2006). Can GM crops prevent famine in Africa? In: Devereux, S. et al (eds.).
New Famines. Routledge: London [Study Direct]
Subramanian, A. and M. Qaim (2010) The Impact of Bt Cotton on Poor Households in
Rural India Journal of Development Studies 46(2): 295–311.
Thirtle, C. et al (2003) Can GM –technologies help the poor? The impact of Bt cotton in
Makhathini Flats, KwaZulu-Natal World Development 31(4): 717-732
Witt, H. and R. Patel and M. Schnurr (2006) Can the poor help GM crops? Technology,
representation and cotton Makhathini Flats in South Africa Review of African
Political Economy 33(109): 497-513.
Further readings
Bailey, B. and Lappe, M. (1999) Against the Grain Earthscan, London.
Bennett, R. et al (2006) Farm-Level Economic Performance of Genetically Modified Cotton
in Maharashtra, India Review of Agricultural Economics 28(1): 59–71.
Brooks, S. (2005) ‘Biotechnology and the politics of trust: From the Green Revolution to
an evergreen revolution’ Sociologia ruralis 4(4): 360-379
Byerlee, D. and Fischer, K. (2002) ‘Accessing Modern Science: Policy and Institutional
Options for Agricultural Biotechnology in Developing Countries’ World Development
30 (6): 931-48.
Chapman, G.P. (2002) The Green Revolution, pp155-159 in, Desai, V. and Potter, R.B.
(eds) The Companion to Development Studies, Arnold, London.
Conway, G. (1997) The Doubly Green Revolution: food for all in the twenty first century,
Penguin, Harmondsworth.
Conway, G. and Toenniessen, G. (1999) ‘Feeding the world in the twenty-first century’
Nature 402, no.6761, SUPPL. (02 DEC 1999) p. C55-C58
De la Perriere, R.A.B. and Seurat, F. (2000) Brave New Seeds: The threat of GM Crops
for farmers, Zed Books, London.
Eicher, C. et al (2006) Crop biotechnology and the African farmer Food Policy 31(6): 504-
527. [StudyDirect]
Glover, D. (2010) The corporate shaping of GM crops as a technology for the poor,
Journal of Peasant Studies 37(1): 67 - 90
Glover, D. (2003) Bt Cotton: benefits for poor farmers? Democratising Biotechnology.
Genetically Modified Crops in Developing Countries IDS Briefing Series. Briefing 9
Glover, D. (2009) 'Undying Promise: Agricultural biotechnology's pro-poor narrative, ten
years on', STEPS Working Paper 15, Brighton, UK: STEPS Centre.
GRAIN (2006) Another silver bullet for Africa? Available on GRAIN website
Rural Livelihoods in the Global South, 2013 - F8017 9

Hazell, R. and Ramasamy, C. (1991) The Green Revolution Reconsidered Food Policy
Statement: IFPRI.
http://www.christianaid.org.uk/indepth/9905suic/suicide1.htm
http://www.ids.ac.uk/ids/bookshop/wp/wp147.pdf
IDS Bulletin (2005) New Directions for African Agriculture 36(2) (Especially articles by
Scoones and Mulvany).
López Villar, J. et al (2007) Who benefits from GM crops? An analysis of the global
performance of GM crops (1996-2006) Friends of the Earth International. Available
online: http://www.foei.org/en/publications/pdfs/gmcrops2007full.pdf
Makoni (2009) Genetically Modified Crops, Chapter in UNEP ‘Africa Environment Outlook
2’ [Available online]
McCalla, A.F. and Brown L.R. (1999) Feeding the Developing World in the Next
Millennium: A Question of Science? In: G.J. Persley and M. M. Lantin, (1999)
Agricultural Biotechnology and the poor (CGIAR, Washington). Available online at
http://www.cgiar.org/biotech/rep0100/contents.htm
Mittal (2007) African Farmers and Environmentalists Speak Out Against a New Green
Revolution in Africa [available online]
Mulvany, P. (2005) ‘Corporate control over seeds: Limiting access and farmers rights’ IDS
Bulletin 36(2): 68-73.
Nottingham, S. (1998) Eat your Genes, Zed Books.
Odame, H., Kameri-Mbote, P., and Wafula, D. (2003) Globalisation and the international
governance of modern biotechnology: implications for food security in Kenya IDS
Working Paper 199. [available online]
Pingali, P. and Raney, T. (2005) ‘From the Green Revolution to the Gene Revolution: How
will the poor fare?’ ESA Working paper Number 5, November 2005
Pray and Ma (2001) Impact of Bt Cotton in China World Development 29(5) 815-23.
Pretty, J. (ed) (2005)The Earthscan Reader in Sustainable Agriculture Earthscan.
Rossett, P.M. (2005) ‘Transgenic crops to address world hunger?’ Bulletin of Science,
Technology & Society 25(4): 306-313
Scoones, I. (2002) ‘Can agricultural biotechnology be pro-poor? A sceptical look at the
emerging consensus’ IDS Bulletin 33 (4): 114-119.
Scoones, I. (2002) Agricultural biotechnology and food security: exploring the debate. IDS
Working Paper, 145. http://www.ids.ac.uk/ids/bookshop/wp/wp145.pdf [StudyDirect]
Scoones, I. (2002) Science, policy and regulation: challenges for agricultural biotechnology
in developing countries. IDS Working Paper 147. [available online]
Scoones, I. (2005) New Directions in African agriculture IDS Bulletin 36(2)
Shiva, V. (1991) The violence of the green revolution, Zed Books, London.
Simms, A. (1999) Selling suicide - farming, false promises and genetic engineering in
developing countries (Christian Aid) Available at:
Spielman D.J. (2007) Pro-poor agricultural biotechnology: Can the international research
system deliver the goods? Food Policy (32):2 189-204.
Stein, A.J., H.P.S. Sachdev and Matin Qaim (2008) Genetic Engineering for the Poor:
Golden Rice and Public Health in India World Development 38(1): 144-158.
Thirtle, C. et al (2003) ‘The impact of research-led agricultural productivity growth on
poverty reduction in Africa, Asia and Latin America’ World Development 31(2):
2013-26.
Yamin, F. 2003 Intellectual property rights, biotechnology and food security IDS Working
Paper 203. [available online]
Rural Livelihoods in the Global South, 2013 - F8017 10

Web resources
http://www.steps-centre.org/ourresearch/gm.html
http://www.eldis.org/go/topics/resource-guides/agriculture/key-issues/biotechnology-andgovernance
http://www.cgiar.org/impact/agribiotech.html
http://www.agbioforum.org/backissues.htm
http://www.fao.org/biotech/index.asp
www.biotrade.org
http://www.biotech-monitor.nl/new/index.php?link=publications
http://www.scidev.net/dossiers/index.cfm?fuseaction=dossierItem&Dossier=6
Anti-GM
http://www.grain.org/front/
http://www.foodfirst.org/
http://www.biosafety-info.net/
www.genewatch.org
Pro-GM
http://www.monsanto.com/
www.biotechknowledge.com (sponsored by Monsanto)
www.agbioworld.org
http://www.syngenta.com/en/index.aspx
Week 6: Rural change and mobility: migration and livelihoods
Rural economies and societies have evolved through spatial mobility. To varying degrees,
they continue to be shaped by the mobility of labour, most notably through the influence of
remittances on production. Other ways in which mobility shapes rural change is through
creating labour shortages and changing the economic and social relations between
individuals and households. An understanding of migration strategies and how they
interrelate with production and other forms of investment, as well as cultural change, is
essential to a comprehensive approach to analysing change in rural areas.
Core readings (to be divided in class)
Davis, B, Carletto G and PC Winters (2010): Migration, Transfers and Economic Decision
Making among Agricultural Households: an Introduction, Journal of Development
Studies, 46(1): 1-13 [Introduction to Special Issue, may want to read case studies in
this volume]
de Haan, A. and B. Rogaly, (2002) Introduction: Migration workers and their role in rural
change Journal of Development Studies, 38(5): 1-14.
Deshingkar, P. and C. Natali (2008) World Migration Report, Geneva: IOM. Chapter 7:
Internal Migration. [available online]
Ellerman, D. (2005) Labour Migration: A Developmental Path or a Low-Level Trap,
Development in Practice, 15 (5), 617-630.
Mendola M (2012) Rural out-migration and economic development at origin: a review of
the evidence’, Journal of International Development, 24(1): 102-122.
Radal (2012) Labour migration and gendered agricultural relations: the feminization of
agriculture in the Ejidal sector of Calakmul, Mexico’, Journal of Agrarian Change,
12(1): 98-119.
Rural Livelihoods in the Global South, 2013 - F8017 11

Tacoli C and R Mabala (2010) ‘Exploring mobility and migration in the context of rural
urban linkages: why gender and generation matter’ Environment and Urbanization
22:389-395.
Tumbe C. (2012) Migration persistence across twentieth century India’, Migration and
Development, 1(1): 87-112
Ulicki, T. and J. Crush (2000) Gender, Farmwork, and Women's Migration from Lesotho to
the New South Africa Canadian Journal of African Studies 34(1): 64-79
Further readings
Biles, J. (2008) Informal Work and Livelihoods in Mexico: Getting By or Getting Ahead?
Professional Geographer, 60(4): 541-555.
De Neve, G. (2003) ‘Expectations and rewards of modernity’ Contributions to Indian
Sociology.
Deshingkar P (2006) Internal Migration, Poverty and Development in Asia Asia2015
Conference [available online]
Deshingkar, P. (2004) Understanding the Implications of Migration for Pro-Poor
Agricultural Growth, London: ODI. [See also Wiggins and Deshingkar, 2007, below]
Ellis, F. (2003) A Livelihoods Approach to Migration and Poverty Reduction, Norwich,
mimeo [available online]
Elmhirst, B. (2002) Daughters and Displacement: Migration dynamics in an Indonesian
transmigration Area Journal of Development Studies, 38(5): 143-166.
Francis E (2002) Gender, migration and multiple livelihoods: Cases from Eastern and
Southern Africa’ Journal of Development Studies, 38(5): 167-190.
Gidwani, V. and K. Sivaramakrishnan (2003) ‘Circular Migration and the Spaces of Cultural
Assertion’, Annals of the Association of American Geographers, 93 (1).
Human Development Report (2009) Overcoming barriers: human mobility and
development.
Knight, J. and R. Gunatilaka (2010) ‘Great Expectations? The Subjective Well-being of
Rural–Urban Migrants in China’, World Development 38(1): 113–124.
Kothari, U. (ed) (2003) Migration and Staying Put, Policy Forum, Journal for International
Development, 15, June.
Manvell, A. (2006) Sahelian Action Spaces: An Examination of Livelihood Configurations
in a Rural Hausa Community, Journal of International Development, 18 (6), 803-
818.
Mirdal, G.M. (2006) Stress and Distress in Migration: Twenty Years After, International
Migration Review, 40 (2), 375-389.
Mosse, D. et al (2002) Brockered livelihoods: Debt, labour migration and development in
Tribal Western India Journal of Development Studies, 38(5): 59-88.
Rogaly, B. (2006) Migration for Rural Work, in D. Clark (ed), The Elgar Companion to
Development Studies, Cheltenham: Edward Elgar.
Rogaly, B. and A. Rafique (2003) Struggling to Save Cash: Seasonal Migration and
Vulnerability in West Bengal, India, Development and Change, 34 (4).
Rudel, T.K. (2006) After the Labor Migrants Leave: The Search for Sustainable
Development in a Sending Region of the Ecuadorian Amazon, World Development,
34 (5), 838-851.
Samal, C. (2006) Remittances and Sustainable Livelihoods in Semi-Arid Areas, Asia-
Pacific Development Journal, 13 (2): 73-92.
Smith, D. and N. Pun (2006) The Dormitory Labour Regime in China as a Site for Control
and Resistance, International Journal of Human Resource Management, 17 (8):
1456-1470.
Rural Livelihoods in the Global South, 2013 - F8017 12

Week 7: Globalisation: trade and working for global markets
This week will be the first of two weeks examining different aspects of trade, and its impact
on rural lives. Firstly, we consider the impact of globalisation and trade on poverty and
inequality. We also consider some of the broader social changes associated with working
for global markets.
Core readings (to be divided in class)
Barrientos, Stephanie et al (2005) ‘Gender, work and vulnerability in African horticulture’,
IDS Bulletin 36(2): 74-79.
Bene C et al (2010) ‘“Trade Matters in the Fight Against Poverty”: Narratives, Perceptions,
and (Lack of) Evidence in the Case of Fish Trade in Africa’, World Development 38
(7): 933–954. [don’t be put off by all the statistics!]
Challies ERT and WE Murray (2011) ‘The interaction of global value chains and rural
livelihoods’, Journal of Agrarian Change, 11(1): 29-59.
De Neve G (2005) Weaving for IKEA in south India: Subcontracting, labour markets and
gender relations in a global value chain, in C Fuller Globalising India [e-copy
available on Study Direct]
De Neve G and G Carswell (2103) T-shirts and Tumblers: caste, politics and industrial
work in Tiruppur’s textile belt, Tamilnadu Contributions to Indian Sociology (Study
Direct)
Dolan, C. and J. Humphrey. 2000. ‘Governance and trade in fresh vegetables: the impact
of UK supermarkets on the African horticultural industry’. Journal of Development
Studies 37(2): 147-76.
Elmhirst, R. (2007) Tigers and gangsters: masculinities and feminized migration in
Indonesia. Population, Space and Place, 13 (3). pp. 225-238
Kritzinger, A, S Barrientos and H Rossouw (2004) ‘Global Production and Flexible
Employment in South African Horticulture: Experiences of Contract Workers in Fruit
Exports’, Sociologia Ruralis 44:17-39.
Michelson H, T Reardon and F Perez (2012) ‘Small farmers and big retail: Trade-offs of
supplying supermarkets in Nicaragua’ World Development, 40(2 ): 342-354
Minten B et al (2009) Global Retail Chains and Poor Farmers: Evidence from Madagascar,
World Development 37(11): 1728–1741.
Ortiz S and S Aparicio (2007) How Labourers Fare in Fresh Fruit Export Industries: Lemon
Production in Northern Argentina Journal of Agrarian Change 7(3): 382-404
Rao E and M Qaim (2011) ‘Supermarkets, farm household income and poverty: insights
from Kenya’, World Development 39(5): 784-796 [very statistical! Maybe cut]
Further readings
Bardhan, P. (2006) Globalization and Rural Poverty World Development 34(8): 1393-1404.
Barrientos, S., 2001, Gender, Flexibility and Global Value Chains, IDS Bulletin 32 (3).
Barrientos, Stephanie and Andrienetta Kritzinger. 2004. "Squaring the Circle: Global
Production and the Informalization of Work in South African Fruit Exports." Journal
of International Development 16:81-92.
Dolan C and John Humphrey, 2004, Governance and Trade I Fresh Vegetables: The
Impact of UK Supermarkets on the African Horticulture Industry, Environment and
Planning A, 36 (3), 491-509.
Dolan, C 2004, On Farm and Packhouse: Employment at the Bottom of a Global Value
Chain, Rural Sociology, 69 (1).
Dolan, Catherine, John Humphrey and Carla Harriss-Pascal. 1999. "Horticulture
Commodity Chains: The Impact of the UK Market on the African Fresh Vegetable
Industry." IDS Working Paper 96.
Rural Livelihoods in the Global South, 2013 - F8017 13

Freidberg, S., 2004, The Ethical Complex of Corporate Food Power, Environment and
Planning D: Society and Space, 22, pp513-531.
Gereffi, G., J. Humphrey, R. Kaplinsky and T. Sturgeon, 2001, Introduction: Globalisation,
Value Chains and Development, IDS Bulletin, 32 (3): pp1-8.
Gibbon, P., J. Bair and S. Ponte, 2008, Governing Global Value Chains: an introduction,
Economy and Society, 37 (3): 315-338.
Gibbon, Peter. 2003. "Value-chain Governance, Public Regulation and Entry Barriers in
the Global Fresh Fruit and Vegetable Chain into the EU." Development Policy
Review 21:615-625.
Humphrey, J., 2006, Policy Implications of Trends in Agribusiness Value Chains,
European Journal of Development Research, 18 (4): 572-592.
Jackson, P, N. Ward and P. Russell, 2006, Mobilizing the Commodity Chain Concept in
the Politics of Food and Farming, Journal of Rural Studies, 22 (2), pp 129-141.
Kaplinsky, R., 2000, Globalisation and Unequalisation: What Can be Learned from Value
Chain Analysis?, Journal of Development Studies, 37 (2), 117-146.
Lang, Tim and Michael Heasman. 2004. Food Wars: The Global Battle for Mouths, Minds
and Markets. London: Earthscan.
Lang, Tim. 2003. "Food Industrialisation and Food Power: Implications for Food
Governance." Development Policy Review 21:555-568.
Ortiz, Sutti and Susana Aparicio, 2006, Management Response to the Demands of Fruit
Markets: Rewarding Harvesters with Financial Incentives, Journal of Development
Studies, 42 (3), 440-468.
Oxfam International. 2004. "Trading Away Our Rights: Women Working in Global Supply
Chains." Oxford: Oxfam International.
Ponte, S and P Gibbon. 2005. "Quality Standards, Conventions and the Governance of
Global Value Chains." Economy and Society 34:1-31.
Rapsomanikis, G. and A. Sarris, 2008, Market Integration and Uncertainty: The Impact of
Domestic and International commodity Price Variability on Rural Household Income
and Welfare in Ghana and Peru, Journal of Development Studies, 44 (9): 1354-
1381.
Reardon T et al (2009) Agrifood Industry Transformation and Small Farmers in Developing
Countries World Development 37(11): 1717–1727/
Riisguard L. (2009) Global Value Chains, Labor Organization and Private Social
Standards: Lessons from East African Cut Flower Industries World Development
37(2): 326–340.
Selwyn, B (2009) Labour flexibility in export horticulture: a case study of northeast
Brazilian grape production Journal of Peasant Studies 36(4): 761-782
Stevens, C., S. Devereux and J. Kennan (2003) International Trade, Livelihoods and Food
Security in Developing Countries IDS Working Paper 215.
Thorbecke, E. and Nissanke, M. (2006) Introduction to The Impact of Globalisation on the
World’s Poor, World Development 34(8).
Wolf D.L. (1990) Daughters, Decisions and Domination: An Empirical and Conceptual
Critique of Household Strategies Development and Change 21(1): 43-74
Week 8: Fair trade and ethical trade: the effects on livelihoods
Out of concerns about the inequalities of the global trading system, has come a movement
of alternative trade initiatives: fair trade and ethical trade. This week we will explore how
alternative trade systems work, and what impacts they may actually have on the ground.
Rural Livelihoods in the Global South, 2013 - F8017 14

Core readings (to be divided in class)
Barham B et al (2011) ‘Fair Trade/Organic Coffee, Rural Livelihoods, and the “Agrarian
Question”: Southern Mexican Coffee Families in Transition’, World Development
39(1): 134-145.
Bassett, T.J. (2010) ‘Slim pickings: Fairtrade cotton in West Africa’, Geoforum 41(1): 44-
55.
Booth, P. and L. Whetstone (2007) Half a Cheer for fair trade Economic Affairs 27(2): 29-
36.
De Neve G (2013) ‘Fordism, flexible specialisation and CSR: How Indian garment workers
critique neoliberal labour regimes’, Ethnography DOI: 10.1177/1466138112463801
Fairtrade Foundation (2011) The Impact of Fairtrade bananas, [This is a shorter, glossy
version of the report by Sally Smith 2010]
Griffiths P (2012) ‘Ethical objections to Fairtrade’, Journal of Business Ethics 105(3) 57-
373.
Luetchford, P (2008) 'The hands that pick fair trade coffee: beyond the charms of the
family farm' in De Neve G, P. Luetchford, J. Pratt and D. Wood, (eds) Hidden
Hands in the Market: Ethnographies of Fair Trade, Ethical Consumption and
Corporate Social Responsibility [proof copy available on Study Direct]
Neilson J and B Pritchard (2010) ‘ Fairness and ethicality in their place: the regional
dynamics of fair trade and ethical sourcing agendas in the plantation districts of
South India’, Environment and Planning A 42: 1833-1851.
Ruben R and R Fort (2012) ‘The impact of fair trade certification for coffee farmers in
Peru’, World Development 40(3): 570-582
Ruben R et al (2009) ‘Measuring the impact of fair trade on development’, Development in
Practice 19(6): 777-788
Ruwanpura K and N Wrigley (2011) ‘The costs of compliance? Views of Sri Lankan
apparel manufacturers in times of global economic crisis’, Journal of Economic
Geography 11: 1031–1049.
Smith S (2010) ‘Fairtrade bananas: a global assessment of impact’, IDS Report
Smith S. and C. Dolan, (2006) ‘Ethical Trade: what does it mean for women workers in
African horticulture?’ In S. Barrientos and C. Dolan (eds). 2006. Ethical sourcing in
the global food system. London: Earthscan. [Study Direct]
Utting-Chamorro, K., (2005) ‘Does fair trade make a difference: the case of small coffee
producers in Nicaragua Development in Practice 15(3&4): 584-599.
Wilson, B.R. (2010) Indebted to Fair Trade? Coffee and crisis in Nicaragua Geoforum
41(1): 84-92.
Further readings
Bacon, C.M. (2010) Who decides what is fair in fair trade? The agri-environmental
governance of standards, access, and price Journal of Peasant Studies 37(1): 111
– 147.
Barrientos, S. and C. Dolan (2006), Transformation of Global Food: Opportunities and
Challenges for Fair and Ethical Trade, in Barrientos, S. and C. Dolan (eds), Ethical
Sourcing in the Global System, London: Earthscan.
Daviron, B. and S. Ponte (2005) The Coffee Paradox: Global Markets, Commodity Trade
and the Elusive Promise of Development, London: Zed Books.
de Regil , A. (2007) How sustainable is our latte?: an assessment of trends and standards
in Fair-Trade from the perspective of a new truly sustainable people and planetcentred
paradigm Jus Semper Global Alliance.
Dolan CS (2010) ‘Virtual moralities: The mainstreaming of Fairtrade in Kenyan tea fields’
Geoforum 41(1): 33-43.
Rural Livelihoods in the Global South, 2013 - F8017 15

Fox, T. and B. Vorley (2006) ‘Small producers: constraints and challenges in the global
food system’ in S. Barrientos and C. Dolan (eds). 2006. Ethical sourcing in the
global food system. London: Earthscan. [StudyDirect]
Greig, D. (2006) Shea Butter: Connecting Rural Burkinabe Women to International
Markets Through Fair Trade, Development in Practice, 16 (5), 465-475.
Imber V., J. Morrison, A. Thomson (2003) Food Security, Trade and Livelihoods Linkages
mimeo Oxford Policy Management.
Luetchford, P. (2006) 'Brokering Fairtrade: relations between coffee producers and
Alternative Trade Organizations - a view from Costa Rica' in D. Lewis and D. Mosse
(eds), Development Brokers and Translators: the Ethnography of Aid and
Agencies, Kumarian Press, Bloomfield, CT, 2006.
Luetchford, P. (2008) Fair Trade and a Global Commodity: Coffee in Costa Rica,
Pluto Press, London, 2008.
Manokha, I. (2006) ‘Modern slavery and Fair Trade products: buy one and set someone
free’, in Van Der Anker C The Political Economy of New Slavery Palgrace
Macmillan, Basingstoke.
Murray, D.L., L.T. Raynolds and P.L. Taylor (2006) The future of Fair Trade coffee:
dilemmas facing Latin America's small-scale producers Development in Practice
16(2): 179-192.
Pirotte, G., G. Players and M. Poncelet (2006) Fair Trade Coffee in Nicaragua and
Tanzania: A Comparison, Development in Practice, 16 (5), 441-451.
Raynolds, L. (2002) Poverty alleviation through participation in fair trade coffee networks
Raynolds, L.T. (2004) "The Globalization of Organic Agro-Food Networks." World
Development 32:725-743.
Raynolds, L.T., D. Murray and P. Taylor (2004) Fair Trade Coffee: Building Producer
Capacity via Global Networks, Journal of International Development, 16, 1109-
1121.
Raynolds, L.T. (2009) ‘Mainstreaming Fair Trade Coffee: From Partnership to Traceability’,
World Development 37(6): 1083–1093.
Shreck, A. (2005) Resistance, Redistribution and the Fair Trade Banana Initiative,
Agriculture and Human Values, 22 (1), 17-29.
Slob, B. (2006) ‘A fair share for coffee producers: Promoting sustainable development
through fair trade coffee’ in A. Osterhaus (ed.), Business unusual: successes and
challenges of fair trade (Brussels, Fair Trade Advocacy Office, 2006).
Tallontire, A., C. Dolan, S. Smith and S. Barrientos, 2005, Reaching the Marginalised?
Gender Value Chains and Ethical Trade in African Horticulture, Development in
Practice, 15 (3/4).
Week 9: Agents of Change: NGOs and rural livelihoods
Non-governmental agencies play an important role in development. This week we will
explore whether they are necessarily any better at responding to the needs of the poor
than the state. We take a critical look at NGOs and ask whether NGOs are able to provide
the poor with an institutional power base capable of engaging with the state. In the class
we will focus on NGOs involved in conservation.
Core readings
Adams and Hulme (2001) ‘Conservation and Community: Changing narratives, policies
and practices in African conservation’. Chapter 2 in Hulme, D. and Murphree, M.
(eds) (2001) African wildlife and livelihoods: the promise and performance of
community conservation. James Currey. [on Study Direct]
Rural Livelihoods in the Global South, 2013 - F8017 16

Bebbington, A.J. (2004) NGOs and uneven development: Geographies of development
intervention. Progress in Human Geography 28(6):725–745.
Brockington, D. and K. Scholfield (2010) The Conservationist Mode of Production and
Conservation NGOs in sub-Saharan Africa Antipode 42(3)551–575.
Bryant, R.L. (2009) Born to be Wild? NGOs, politics and the environment Geography
Compass 3(4) [available online]
Mitlin, D., S. Hickey and A. Bebbington (2007) ‘Reclaiming Development? NGOs and the
Challenge of Alternatives’, World Development 35(10): 1699-1720.
Mosse D (2004) ‘Is good policy unimplementable? Reflections on the ethnography of aid
policy and practice’, Development and change 35(4): 639-671.
O’Reilly K (2010) ‘The Promise of Patronage: Adapting and Adopting Neoliberal
Development’, Antipode 42(1): 179–200.
Sachedina, H.T. (2010) ‘Disconnected nature: The scaling up of African Wildlife
Foundation and its impacts on biodiversity conservation and local livelihoods’,
Antipode 42(3):603–623.
Zaidi, A.S. (1999) ‘NGO Failure and the need to bring back the state’, Journal of
International Development 11(2): 259-71.
Further readings
Barrow, O. and Jennings, M. (eds) (2001) The charitable impulse: NGOs and development
in East and North-East Africa James Currey, Oxford.
Cameron, G. (2001) ‘Taking Stock of Pastoralist NGOs in Tanzania’ Review of African
Political Economy 28(87): 55-72.
De Haan, A. (2009) How the aid industry works: an introduction to international
development.
Ebrahim, A. (2003) ‘Accountability in Practice: Mechanisms for NGOs’ World Development
31(5): 813-829.
Ebrahim, A. (2003) NGOs and Organizational Change: Discourse, Reporting, and
Learning. Cambridge: Cambridge University Press.
Edwards, M. (2009) Why ‘philanthrocapitalism’ is not the answer: private initiatives and
international development in M Kremer, P van Lieshout and R Went Doing Good or
Doing Better: Development Policies in a Globalizing World [saved pdf]
Edwards, M. and Fowler, A. (2002) The Earthscan reader on NGO management
Earthscan.
Edwards, M. and Hulme, D. (eds), (1992) Making a difference: NGOs and development in
a changing world, Earthscan, London.
Edwards, M. and D. Hulme (1995) NGOs Performance and Accountability. London:
Earthscan.
Edwards, M. and Hulme, D. (eds) (1996) Beyond the magic bullet: NGO performance and
accountability in the post-Cold War world. Earthscan.
Farrington, J. and Bebbington, A. (1993) Reluctant partners? NGO's the state and
sustainable agricultural development Routledge, London.
Farrington, J. and Lomax, J. (2001) Rural development and the ‘New Architecture of Aid’:
Convergence and constraints, Development Policy Review, 19 (4): 533-544.
Fowler, A. (2000) Beyond partnership: getting real about NGO relationships in the aid
system, IDS Bulletin, 31(3).
Hearn J (2007) African NGOs: The New Compradors? Development and Change 38(6):
1095-1110.
Hulme, D. and Edwards, M. (eds) (1997) N.G.O.s, states and donors :too close for
comfort? Macmillan, Basingstoke.
Igoe, J. (2003) ‘Scaling up Civil Society: Donor Money, NGOs and the Pastoralist Land
Rights Movement in Tanzania’ Development and Change 34(5): 863-85.
Rural Livelihoods in the Global South, 2013 - F8017 17

Jennings, M. (2008) Surrogates of the state: NGOs, development, and Ujamaa in
Tanzania.
Jordan, L. and P. van Tuijl (eds) (2006) NGO Accountability: Politics, Principles and
Innovations. London and Sterling, VA: Earthscan.
Kabeer, N et al (2012) ‘NGOs and the political empowerment Bangladesh: Cultivating the
habits of democracy?’ World Development 40(10): 2044-2062
Kilby, P. (2006) Accountability for Empowerment: Dilemmas Facing Non-Governmental
Organizations World Development 34(6): 951-963.
Levine, (2002) ‘Convergence or Convenience? International Conservation NGOs and
Development Assistance in Tanzania’ World Development 30 (6): 1043-55.
Lewis, D. and Sobhan, B. (1999) ‘Routes of funding, roots of trust? Northern NGOs,
Southern NGOs and the rise of direct funding’ Development in Practice 9: 117-29.
Mercer, C. (2002) ‘NGOs, civil society and democratization: a critical review of the
literature’ Progress in development studies, 2 (1): 5-22.
Nelson, P.J. and Dorsey, E. (2003) ‘At the Nexus of Human Rights and Development: New
Methods and Strategies of Global NGOs’ World Development 31(12):2013-26.
Pearce, J. (ed) (2000) Development, NGOs, and civil society: selected essays from
Development in Practice, Oxford: Oxfam.
Puplampu, K.P. and Tettey, W.J. (2000) ‘State-NGO Relations in an Era of Globalisation:
The Implications for Agricultural Development in Africa’ Review of African Political
Economy 27(84): 251-272.
Riddell, R. (2007). Does Foreign Aid Really Work? Oxford: Oxford University Press.
Stewart, S. (1997) ‘Happily ever after in the marketplace: NGOs and Uncivil society’
Review of African Political Economy 24(71): 11-34.
Stiles, K. (2002) ‘International support for NGOs in Bangladesh: some unintended
consequences’ World Development 30(5): 835-46.
Thomas, A. et al (2000) Environmental Policies and NGO Influence: Land Degradation and
Sustainable Resource Management in Sub-Saharan Africa, Routledge, London.
Tvedt, T. (1998) Angels of mercy or development diplomats? : NGOs and foreign aid
James Currey, Oxford.
Vivian, J. (1994) ‘NGOs and sustainable development in Zimbabwe: no magic bullets’.
Development and Change 25:167-193.
Wallace, T. (2002) The role of non-governmental organisations in African development:
critical issues, pp230-247 in D. Belshaw and I. Livingstone (eds) Renewing
development in sub-Saharan Africa, Routledge, London.
Week 10: Easter Break
Week 11: Understanding Livelihoods: research methodologies and participation
This week we will examine some recent approaches and field-based research
methodologies which might help to provide a more accurate picture of rural livelihoods.
We will consider, in particular, the advantages and problems of participatory rural
appraisal (PRA) methods?
Core readings
*Beazley and Ennew ‘Participatory methods and approaches’ in Desai, V. and R.B. Potter
(2006) Doing development research, London: Sage pp 189-199. [Poor quality
extract on Study Direct – for better quality go to library!]
Rural Livelihoods in the Global South, 2013 - F8017 18

*Brockington and Sullivan ‘Qualitative research’ in Scheyvens, R. and D. Storey, eds.
(2003) Development Fieldwork: A Practical Guide, London: Sage, pp. 57-74 [poor
quality extract on Study Direct – for better quality go to the library HQ 32000 Dev]
SECTION ON ‘The popularity and perils of PRA’ ONLY
Cornwall A and G Pratt (2011) The use and abuse of participatory rural appraisal:
reflections from practice, Agriculture and Human Values 28: 263-272.
Mosse, D. (1994) Authority, gender and knowledge: theoretical reflections on the practice
of participatory rural appraisal, Development and Change, 25 (3).
Pain R and P Francis (2003) Reflections on participatory research Area 35(1): 46-54.
Further readings
Ansell N et al (2012) ‘Learning from young people about their lives: using participatory
methods to research the impacts of AIDS in southern Africa’, Children’s
Geographies, 10(2): 169-186.
Beazley and Ennew, J. (2006) ‘Participatory methods and approaches: tackling the two
tyrannies’ in Desai, V. and Potter, R.B. (eds) Doing Development Research Sage
Publications, London. [StudyDirect]
Brockington, D. and S. Sullivan, in Scheyvens, R. and D. Storey, eds. (2003) Development
Fieldwork: A Practical Guide, London: Sage [Extract on StudyDirect]
Brunt C and W McCourt (2012) ‘Do International NGOS walk the talk? Reconciling the ‘two
participations’ in international development’, Journal of International Development
24 (5): 585-601.
Chambers R (2007) ‘From PRA to PLA and Pluralism: Practice and Theory’ IDS Working
Paper 286
Chambers, R. (1994) “The origins and practice of Participatory Rural Appraisal”. World
Development. 22(7): 953-969.
Chambers, R. (1994) Participatory Rural Appraisal: Challenges, potentials and Paradigm,
World Development 22 (10): 1437-1454.
Chambers, R. (2002) Participatory Workshops, Earthscan, London.
Cleaver, F. (2002) ‘Paradoxes of Participation: Questioning participatory approaches to
development’, in Edwards M and Fowler A (eds) The Earthscan Reader in NGO
Management, Earthscan, London.
Cornwall A and K Brock (2005) What do buzzwords do for development policy? a critical
look at 'participation', 'empowerment' and 'poverty reduction' Third World Quarterly
26(7): 1043 – 1060. [saved as pdf in SRL folder]
Cornwall, A. (2003) Whose Voices? Whose Choices? Reflections on Gender and
Participatory Development World Development 31(8): 1325-42.
Cornwall, A. (2003) Whose Voices? Whose Choices? Reflections on Gender and
Participatory Development World Development 31(8): 1325-42.
Goebel A (1998) Process, Perception and Power: Notes from ‘Participatory’ Research in a
Zimbabwean Resettlement Area Development and Change 29 (2): 277-305.
Guijt, I. and Shah, M. (1998) Myth of Community: Gender issues in participatory
development London: Intermediate Technology.
Harrison, E. (2002) ‘‘The Problem with the Locals’: Partnership and Participation in
Ethiopia’ Development and Change 33(4): 587-610.
Harrison, E. (2002) ‘‘The Problem with the Locals’: Partnership and Participation in
Ethiopia’ Development and Change 33(4): 587-610.
Holland, J. and Blackburn, J. (eds) (1998) Whose voice? Participatory research and policy
change, IT Publications, London.
Howe G. and A McKay (2007) Combining Quantitative and Qualitative Methods in
Assessing Chronic Poverty: The Case of Rwanda World Development 35(2): 197-
211
Rural Livelihoods in the Global South, 2013 - F8017 19

IIED publish RRA notes (since Feb 1995 'PLA Notes') - available IDS.
Jackson (2012) ‘Speech, Gender and power: beyond testimony’, Development and
Change 43(5): 5999-1023.
Kapoor, I. (2002) The devil's in the theory: a critical assessment of Robert Chambers' work
on participatory development Third World Quarterly 23(1): 101-118.
Kapoor, I. (2005) Participatory development, complicity and desire’, Third World Quarterly
26(8): 1203-1220
Leeuwis, C. (2000) ‘Reconceptualizing participation for sustainable rural development:
Towards a negotiation approach’ Development and Change 31(5): 931-959.
McGee, R. (2002) ‘Participating in Development’ in Kothari U and Minogue M (eds)
Development Theory and Practice: critical perspectives Palgrave, Basingstoke.
Mohan G (2007) ‘Participatory Development: From Epistemological Reversals to Active
Citizenship’, Geography Compass 1: 779–796.
Mosse, D. (2003) ‘The making and marketing of participatory development’, in (ed) Philip
Quarles van Ufford and Ananta Kumar Giri (eds). A Moral Critique of Development:
London and New York, Routledge.
Nelson, N. and Wright, S. (eds) (1997) Power and participatory development: theory and
practice, IT Publications, London.
Parfitt, T. (2004) ‘The ambiguity of participation: a qualified defense of participatory
development’, Third World Quarterly 25(3): 537-556.
Pottier, J. (1997) ‘Towards an ethnography of Participatory Appraisal and Research ‘, in
Grillo, R.D. and Stirrat, R.L. Discourses of Development: Anthropological
Perspectives Oxford International publishers, Oxford.
Scoones, I. and Thompson, J. (eds) (1994) Beyond Farmer first: rural people's knowledge,
agricultural research and extension practice, IT Publications, London.
White, S.C. (2000) ‘Depoliticising Development: the uses and abuses of participation’, in
Pearce J (ed) Development, NGOs and Civil Society Oxfam, Oxford.
Young L and H Barrett (2001) ‘Adapting visual methods: action research with Kampala
street children’, Area 33(2): 141-152
One-to-one tutorials re. learning diaries.
Week 12 - Tutorials
Assessment: The Learning Diary
What is a Learning Diary?
The Learning Diary is designed as a form of assessment that records your own perception
of your progress in learning, reading and writing throughout the module. You will keep a
week-by-week record of your learning that will comprise, it is suggested, some or all of the
following
A paragraph detailing your own expectations and preconceptions about the module,
the issues that you wish to study, and what you want to get out of it.
Summary notes on the lectures and the seminars.
A diary of your own thoughts on the week’s material with your views on the material
that you have encountered is lectures and seminars, maybe even how, if at all,
these topics relate to other aspects of your degree.
Reviews and notes on the various academic publications that you read in relation to
the module (at least one per week).
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Supplementary material (text and/or graphics) derived from newspapers,
magazines, journals, websites, other lectures, etc.
Commentaries on television programs, movies, novels, poetry etc. that say
something to the module and your ideas about rural livelihoods in the global south.
A record of how your ideas have changed/been changed during the term.
As a conclusion, to reflect back on those aspects of the Term which you found most
interesting, and why, if at all, your views have changed.
The structure, style of presentation, length, amount of illustrative material and so on, is
yours to decide. Many students find it useful to keep a computer diary but the Learning
Diary can also be (neatly) hand-written in part or in full. This is quite a different form of
writing and expression from much of the more formal essay style of work you have
previously undertaken.
The Purpose of the Learning Diary
The Learning Diary is specifically designed to encourage reflexivity upon your own
learning and to facilitate a broad perspective during the term. It is a continuous
engagement. You will not be able to concentrate on a few selected topics, as with essay
writing, but should feel it important to create linkages between the different elements of the
module and to think carefully about the underlying meanings, connections and
relationships between the texts with which you are dealing, rather than to memorise the
surface features only, or to take a strategic approach to selective reading. All the elements
of the Term’s work will therefore count in your Diary. It should be developmental and
demonstrate a cumulative understanding of the module’s material as we go along.
In these ways, the Learning Diary is a formative exercise. Not only will you benefit from a
more reflexive approach to your studies, you will also receive feedback and comments
from the tutors that should benefit you greatly in developing a more strategic approach to
your learning in other modules and assessments. The style of writing will be different: it is
not a ‘state of the art’ presentation like an essay which demonstrates your best possible
understanding of an issue, rather, it can be a much more provisional, working document,
with unresolved queries, first thoughts and frustrations all included, which (hopefully) may
be resolved at a later stage. In a more informal sense, the word ‘I’ or ‘we’ might be used
more liberally than you might in a formal essay (for certain tutors). So, an example, the
beginning of a weekly entry might look something like:
“This week we (finally) began to tackle what exactly rural livelihoods are. I was in a
group that were required to read Bryceson’s 1999 article on livelihood
diversification (see synopsis below). This made me think about the role-play
exercise that we had done last week, where I was in the role of a poor villager.
During that exercise it had been quite difficult for me to keep quiet (as I tend to want
to speak a lot!) but I realised that in that role I wouldn’t have been able to say very
much, and actually there were very few choices available to me. Ellis’s work (which
I also read), explained that some academics have seen diversification in terms of
‘accumulating’ and ‘coping’ and I could see how Bryceson’s arguments about
Structural Adjustment might mean that people diversify to cope. Certainly the petty
trading that the woman did in the role play meant she could cope, but only just.
Another group had done some reading that looked at non-agricultural activities in
different countries. The main part of that article (Davis 2010) was incredibly
complex economics, but the results were interesting, as they showed that in many
different countries off-farm activities are more important to people’s incomes than
agriculture. It made me want to do reading on this, as I realise that I used to think
Rural Livelihoods in the Global South, 2013 - F8017 21

that everyone living in the countryside in the Third World was a farmer. So then
after the class I read xxxx and yyy and here is a summary of these different articles,
and what I thought of them:...”
As you can tell, critical reflection on what you have read and heard is required, particularly
in the ways in which it reflects back upon your ideas and preconceptions. There is of
course such a thing as a bad Diary entry. These can range from a ‘non-entry’ to an illinformed
rant. So, do not do the following:
“This week we talked about stuff we were asked to read in our small groups. I only
got halfway through the thing we were given to read because it was such badly
written rubbish – why do academics use such overcomplicated language?
(Probably to justify their existence). As far as I could tell the seminar was about
what ‘rural livelihoods’ are: pretty obvious I’d have thought – what people living in
the countryside do for a living. All pretty straightforward stuff, and I can’t see what
all the fuss is about. I’ve tried to summarize what happened in the seminar but
frankly it was just a talking-shop...”
The Learning Diary is a more autobiographical account than perhaps you are used to, but
it does require you to be both rigorous and open-minded in your writing. If you think
something is not especially useful then say this in a constructive way. Honesty is also key
here: an honesty to admit that you do not understand something for instance is far more
acceptable here than it would be in an essay. Keep your own thinking in central position
rather than constantly relating and uncritically reproducing the thoughts of various authors.
Of course the fact that the Learning Diary carries 100% of the assessment might well
mitigate against some of the above statements – how honest can you be about your
feelings about lectures and seminars? Please be assured that the Diary will be graded for
coverage, structure, creativity, overall presentation and sense of personal development,
rather than for false compliments (for which Sussex students are not well known).
Early in the module, and by request later on, you will be able to view particularly
successful Learning Diaries as well as some problematic ones. You will note that some of
the most successful diaries are those that follow a particular focus throughout and use new
perspectives and ideas presented each week to add to the understanding of that focus. It
is also possible however to produce a first class Learning Diary that does not work through
a particular example.
The official word limit on the diary is 7,000 words. This limit excludes notes from
lectures/seminars and additional material such as newspaper articles, reviews of TV
programmes etc. Because this is not an essay or dissertation the official word limit should
be viewed as a guideline only and you will not be penalised for overshooting it.
Rural Livelihoods in the Global South, 2013 - F8017 22

Rural Livelihoods in the Global South
Learning Diary feedback sheet
Learning Diary Marking Principles
So that you are aware of how we will assess the Learning Diary, set out below is a
breakdown of the main elements that we will be looking for. An absolute percentage
value in given for each element along with a brief description of what is being
assessed. This is intended to answer any worries you might have regarding how it
is one can assess such a different form of assessment. This breakdown has been
used very successfully before. Theoretically (and practically) it is possible to get a
much higher overall percentage mark here than in an essay because of the way in
which absolute values are given to each element. But it also works the other way!
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1. Structure of diary (max. 10%) Clearly the overall structure of the Diary is set out by the
module structure itself, but the ways in which you integrate other materials (articles,
observations, photographs etc.) are, by definition, structural.
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2. Originality/Creativity (max. 25%) An important feature reflected in the relative weight
given to it. Remember, to get the top grades in any form of assessment you must be both
creative and original.
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3. Critical reflection on sources and their use (max. 20%) This assesses how you have
dealt with the various sources that you have encountered (lectures, seminars, academic
and non-academic sources) and how you have developed a critical awareness of their
relative merits.
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4. Presentation and use of illustrative material (max. 15%) No Blue Peter badges for
best cutter and paster here, rather, we are assessing your editorial ability and the ways in
which you make the connections between the illustrative materials and the key issues
raised on the module.
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5. Writing quality (max. 10%) Not a key element by any means in terms of grammar,
spelling and sentence construction, but the Learning Diary must be readable and well
edited.
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6. Development of student reflection on own learning (max. 20%) Obviously one of our
main goals in setting the Learning Diary as a form of assessment was to encourage you to
do just this. This is set out in more detail above, but in short, it concerns the ways in which
your knowledge and thoughts about the key issues have developed throughout the term.
Rural Livelihoods in the Global South, 2013 - F8017 23

Global Studies Generic Assessment Criteria: Learning Diaries
0-39
Marks in this range are indicative that the work is of an inadequate standard. There will be
insufficient evidence of comprehension of the course topics/themes, and inadequate
evidence of learning and progression. The Diary is likely to consist of poor summaries or
descriptions of a limited number of topics covered. It may contain very little analysis of
course material and lack any critical reflection. The Diary is likely to have some or all of the
following features: far too short, complete lack of structure and coherence, substantial
amount of irrelevant material, incomprehensible sections and serious flaws in
understanding or interpretation. There will be no evidence of critical selection, analysis and
reflection. The Diary may lack a conclusion, or the conclusion may show no ability to
synthesise. References to sources may be absent, confused or wrong, and answers will
reflect very weak writing skills.
40-49
Marks in this range are indicative that the work is of an adequate standard. The Diary will
contain a basic introduction about the student’s approach to the course. The central
sections are likely to consist of basic summaries and descriptions of some of the topics
covered. The Diary will contain some sense of the student’s learning, but it may be
sketchy, disorganised, short, or lacking a sense of progression. While there will be some
evidence of understanding, the Diary may lack structure and commentaries may appear
random, incoherent or irrelevant. The Diary will show very limited evidence of critical
selection, analysis and reflection. It will have a conclusion but with little synthesis. Writing
skills may be poor, but the text should make sense and should contain some structure and
organisation. There may be limited acknowledgment of sources.
50-59
Marks in this range are indicative that the work is of a satisfactory standard. The Diary
will contain an introduction, central sections and a conclusion that indicate some
awareness of the course process and of the writer’s learning. The major topics/themes will
be covered, but there may be a lack of depth in analysis and reflection. Comments on the
student’s understanding of the course material will be included but these may be simply
stated rather than analysed or evaluated, they may be of a general nature, or they may not
be consistent throughout the Diary. The content of the Diary will be relevant to the course
but is not likely to have ventured beyond the course resources. The Diary will have a
structure but may lack in coherence or synthesis. The standard of writing will be
reasonably competent and sources will be acknowledged, but there may be some
problems in spelling or grammar.
60-69
Marks in this range are indicative that the work is of a good to very good standard. The
Diary will contain an introduction that is both exploratory and focused. It will show a clear
and developing understanding of the concepts and issues addressed in the course, and
provide both critical analysis and reflection on the topics of the course. The diary will cover
the main topics/themes but may draw on supplementary resources as well. There will be
clear evidence of the student’s own learning process and of active engagement with the
course content. The diary will demonstrate insight, reflexivity and comprehension. The
conclusions will show development of understanding and an ability to synthesise. The
standard of writing should be good, and sources systematically acknowledged.
Rural Livelihoods in the Global South, 2013 - F8017 24

70+
Marks in this range are indicative that the work is of an excellent to outstanding
standard. The Diary will introduce a clear set of expectations, preconceptions or questions
at the outset and proceed with sustained critical reflection throughout. The Diary will not
only demonstrate comprehensive and relevant coverage of the course material but it will
also present substantial analysis, evaluation and synthesis. Diaries in this range may draw
on a considerable amount of supplementary resources, take a particularly original
approach to reflection, or point out exceptionally insightful or unexpected links between
different elements of the course. The Diary will reflect a persistent and high level of
engagement and learning, and the conclusion will demonstrate a cumulative
understanding of the course material. The standard of writing and referencing should be
very good, with no or few errors of spelling or grammar.
Collusion and Plagiarism
The University of Sussex uses the following definitions of plagiarism and collusion for the
purposes of Academic Misconduct procedures. Both students and staff should familiarise
themselves with this information, so that it is clearly understood what is and is not
acceptable. Further information on the University of Sussex Academic Misconduct
procedures can be found on the following website:
http://www.sussex.ac.uk/academicoffice/resources/misconduct
"It is an offence for any student to be guilty of, or party to, attempting to commit or
committing collusion, plagiarism, or any other misconduct in an examination or in the
preparation of work which is submitted for assessment.
Misconduct in assessment exercises, examinations or in the presentation of marks
achieved elsewhere, is conduct likely to be prejudicial to the integrity and fairness of the
examination process.
(a) Collusion is the preparation or production of work for assessment jointly with
another person or persons unless explicitly permitted by the examiners. An act of
collusion is understood to encompass those who actively assist others as well as
those who derive benefit from others. Where joint preparation is permitted by the
examiners but joint production is not, the submitted work must be produced solely
by the candidate making the submission. Where joint production or joint preparation
and production of work for assessment is specifically permitted, this must be
published in the appropriate course documentation.
(b) Plagiarism is the use, without acknowledgement, of the intellectual work of
other people, and the act of representing the ideas or discoveries of another as
one’s own in written work submitted for assessment. To copy sentences, phrases
or even striking expressions without acknowledgement of the source (either by
inadequate citation or failure to indicate verbatim quotations), is plagiarism; to
paraphrase without acknowledgement is likewise plagiarism. Where such copying
or paraphrase has occurred the mere mention of the source in the bibliography
shall not be deemed sufficient acknowledgement; each such instance must be
referred specifically to its source. Verbatim quotations must be either in inverted
commas, or indented, and directly acknowledged."
Rural Livelihoods in the Global South, 2013 - F8017 25

Writing well and avoiding academic misconduct
Plagiarism, collusion, and cheating in exams are all forms of academic misconduct which
the University takes very seriously. Every year, some students commit academic
misconduct unintentionally because they did not know what was expected of them. The
consequences for committing academic misconduct can be severe, so it is important that
you familiarise yourself with what it is and how to avoid it.
The University’s S3 guide to study skills gives advice on writing well, including hints and
tips on how to avoid making serious mistakes. Visit http://sussex.ac.uk/s3/writingwell and
make use of the resources there. You will also find helpful guides to referencing properly
and improving your critical writing skills.
If you are dealing with difficult circumstances, such as illness or bereavement, do not try to
rush your work or hand in something which may be in breach of the rules. Instead you
should seek confidential advice from the Student Life Centre.
The full University rules on academic misconduct are set out in the Undergraduate
Examination and Assessment Handbook; see
http://www.sussex.ac.uk/academicoffice/documentsandpolicies/examinationandassessme
nthandbooks/undergraduateexaminationhandbook
Global Studies submission guidelines
1. Students are encouraged to type or word process assignments. Handwritten
submissions will be accepted for marking, although handwriting is discouraged, and
illegible scripts may be returned to candidates with a demand that they be typed at the
student's expense.
2. Assignments must be submitted to the Global Studies School Office (Arts C168). The
date and time of submission will be recorded electronically so students should bring their
University ID.
3. Students should submit TWO clean copies of each submission with a cover sheet that
includes their candidate number, course title etc. Please do not put your name anywhere
on your work. One annotated copy will be returned to the student. Group and individual
feedback comments can be found on Sussex Direct. The mark at this stage is provisional
and may be subject to revision. The second copy will be kept for audit purposes and
external examiner scrutiny.
4. Students should familiarise themselves with the Global Studies late submission
penalties as outlined on the website http://www.sussex.ac.uk/global/internal/forstudents. It
should be noted that where online coursework feedback will lead to an advantage for late
submitters (such as in the case of in-class tests, numerical answers etc) the retrieval date
will be considerably shorter than the University set deadline in the Summer term. Your
course tutor will be informing you of this date.
4. All Geography coursework is subject to a process of non-blind double marking. In
addition a random sample of scripts will be scrutinised by the Geography External
Examiner for monitoring purposes. In the rare case that either procedure reveals problems
with the marking process the Department will take appropriate steps (such as blind double
marking or re-scaling) to ensure that no candidate is disadvantaged.
Rural Livelihoods in the Global South, 2013 - F8017 26

6. In case of multiple assessments the Module Convenor will calculate a final mark as an
average of all grades. The denominator will in each case be the number of assignments
required. Students who submit fewer than the required number of assignments will see
their average fall. Where candidates attain an average of 69% or above, or below 40%, all
the assignments counted will be sent to the External Examiner for confirmation.
7. Markers will remain alert to the possibility of plagiarism as defined in the Handbook for
Examiners, and assignments found to contain plagiarised material may be penalised.
Exercises must contain a bibliography or other form of referencing if appropriate.
Module Evaluation Mechanisms
The module will be evaluated by means of an electronic questionnaire. The full data set
can be viewed online. See http://www.sussex.ac.uk/tldu/ideas/eval/ceq/faq/students for
information on how to perform a search on Sussex Direct.
However, we also value informal feedback on module content and the teaching and
learning experience.
Rural Livelihoods in the Global South, 2013 - F8017 27