COURSE SYLLABUS POL 342G Emerging Powers in the Global Order

Home , Emerging power, Realpolitik, Superpower

COURSE SYLLABUS POL 342G

Emerging Powers in the Global Order (Spring 2018)

Number of ECTS credits: 6 Time and place: Monday 08:30-11:30, The Hague

Contact Details for Professor Tel: 02/2137013 E-mail: Thomas Renard ([email protected]) Office hours: Monday 11:30-12:30

CONTENT OVERVIEW

Syllabus Section Page Course Prerequisites and Course Description 2 Course Learning Objectives 2 Overview Table: Link between MLO, CLO, Teaching Methods, 4-8 Assignments and Feedback Main Course Material 9 Workload Calculation for this Course 10 Course Assessment: Assignments Overview and Grading Scale 11 Description of Assignments, Activities and Deadlines 11 Rubrics: Transparent Criteria for Assessment 12 Policies for Attendance, Later Work, Academic Honesty, Turnitin 14 Course Schedule – Overview Table 15 Detailed Session-by-Session Description of Course 16-23

Course Prerequisites (if any) HUM101G + HIS101G or POL101G

Course Description The course analyses the challenges of Global Governance and the role played by emerging countries (BRICS+) in the new global order. It analyses the key drivers and challenges to the emergence of these countries, their major foreign policy priorities, the rationale behind their engagement in international multilateral organizations/institutions and the ways they try to change the balance in the global system. Firstly therefore, this course will present and study the key concepts that will continuously shape its content and review the various strategies that global powers can use to ‘emerge’. Second, it will look specifically at the power structures of a number of emerging countries and at their external strategies; country case studies focus on China, India, Brazil, Russia, South Africa and a few others (BRICS+). Third, we will look at the ways these states engage into the international governance structures, the tools they use and the efforts that they make to influence or redesign current structures. To do this, we will focus specifically on certain international issues: the global economy, development cooperation, climate negotiations and global security. Finally, we will explore the strategies developed by Europe to confront these new powers and, eventually, we will look at possible scenarios for global structures in the future.

Course Learning Objectives (CLOs) The course aims to help students gain a deeper appreciation of how Global Governance works (or not) and how it is evolving. It also makes them reflect on the constraints and opportunities it poses for effective policy making— from the standpoint of governments, the private sector, NGOs, or multilateral international organizations/institutions. The course also provides the students with a better understanding of global problems and challenges, including the complexities inherent to policy-making, foreign policy decisions and implementation at times dictated by realpolitik. It will further give them an insight into the factors that contribute to the shaping of foreign policy today.

In the course of the semester, guest professors/practitioners may come and deliver lectures on specific topics addressed in the course.

By the end of the course, it is hoped that students will have a firm grasp of 1. in terms of substantive knowledge: a) Understanding of global governance and assessment of the current challenges to global order; b) Knowledge of social, economic and political systems of major emerging global powers in comparative perspective; c) Competence in the principles and factors that guide policymaking; d) Analysis of the impact of Emerging Powers on Global Governance 2. and in terms of skills: a) Acquiring the skills and abilities to apply theoretical and conceptual knowledge to real-life cases and issues. b) Critical thinking about current challenges for established and emerging global powers; c) Ability to critically compare different types of political systems; d) Ability to examine, understand, synthesize and utilize core texts on comparative government and politics; 2

e) Ability to carry out independent, in-depth research using a wide range of sources; f) Ability to structure and compose a concise research essay, focused on the key issues at hand. g) Ability to present work concisely and coherently, presentation and seminar-leading skills, including effective team-work. 3. Major International Affairs attitudes expected from students include: a) A passion for life-long learning, commitment to one's work and the ability to be open and critical towards one's own and others' perspectives; b) An international mind-set, multicultural openness and a strong capacity for interaction and networking in a variety of professional and cultural settings (including networking skills); c) A sense of professionalism, integrity and a self-critical attitude towards one's abilities, limits and constant urge for self-improvement

LINK BETWEEN MAJOR OBJECTIVES, COURSE OBJECTIVES, TEACHING METHODS, ASSIGNMENTS AND FEEDBACK

(BA International Affairs)

Summary: Number of assignments used in this course: 4 Number of Feedback occasions in this course (either written or oral): 3 Number and Types of Teaching Methods: 4

Major Learning Objectives Course Learning objectives Methods used to Teach Course Methods (and numbers/types Type, Timing and addressing the Major Objectives of assignments) used to test Numbers of Feedback Objectives (choose the most these learning objectives given to Student important ones that your course actually addresses) The bachelor has a profound 1a; 1b; 1d Lecture with Powerpoint Class debates moderated by I offer oral feedback and knowledge of the main actors (numbers make reference to the Readings + debate (in which students. exchange with students to and the main processes in CLOs detailed in the previous context, I always try to link up Exams. ensure that the method and European and global pages) with current events and Review paper. purpose of debates and international affairs and is able developments) moderation are well to apply this knowledge in the External conferences when understood by all. current international affairs. possible. Mid-term and final exam are graded thanks to a grading rubric. I give detailed oral feedback, particularly on the mid-term exam, in order to help the student improve his/her performance.

The paper is also grade with a grading rubric. Students get plenty of chances to discuss with the professor to identify topic or reframe it following the research proposal. Detailed feedback on the essay is provided orally and can be discussed privately.

The bachelor has a demonstrable 1a; 1c Lecture with Powerpoint Class debates moderated by I offer oral feedback and insight in the theoretical and 2a; 2d Readings + debate. students. exchange with students to historical frameworks in the External conferences. Exams. ensure that the method and academic literature on Paper. purpose of debates and international affairs. He is able moderation are well to apply these frameworks in understood by all. order to understand and interpret the current processes and Mid-term and final exam dynamics in international affairs. are graded thanks to a grading rubric. I give detailed oral feedback, particularly on the mid-term exam, in order to help the student improve his/her performance.

The paper is also grade with a grading rubric. Students get plenty of chances to discuss with the professor to identify topic or reframe it following the research

proposal. Detailed feedback on the essay is provided orally and can be discussed privately.

The bachelor has insight into the 1b Lecture with Powerpoint Class debates moderated by I offer oral feedback and broad societal context and is 2c Readings + debate. students, where students must exchange with students to able to take this societal context bring a news story relating to ensure that the method and into account in the analysis and Some readings are purposefully the week’s topic, and explain it purpose of debates and interpretation of current from non-Western authors, in to fellow students. moderation are well problems in international affairs. order to trigger a reflection on Exams. understood by all. Western-centric knowledge and Paper. concepts. Mid-term and final exam are graded thanks to a grading rubric. I give detailed oral feedback, particularly on the mid-term exam, in order to help the student improve his/her performance.

The paper is also graded with a grading rubric. Students get plenty of chances to discuss with the professor to identify topic or reframe it following the research proposal. Detailed feedback on the essay is provided orally and can be discussed privately.

The bachelor knows and is able 2d; 2e; 2f Lectures and review paper. Paper. Feedback is given on the to apply common qualitative and paper, orally and quantitative research methods individually. and is able to apply these in the field of international affairs. The bachelor has an open and 2g; 2b Debates in class. Class participation is Feedback is given on paper. academic attitude, characterized 3a; 3b; 3c encouraged. The Professor Individual guidance is by accuracy, critical reflection coordinates and sometimes provided to those asking for and academic curiosity. gives new twist to the debate, it. but also gives space to students.

The bachelor is able to apply a 2a; 2e Lectures Exams Feedback is provided on multi-disciplinary perspective in Readings (which include Paper exams and paper. his analysis of international readings from various affairs. disciplines) The bachelor is able to work in a 3b Debates with fellow students in Class participation Students that rarely speak multi-cultural team. smaller groups to encourage will be encouraged, interactions. although not forced to speak.

The bachelor recognizes the 3a Debates Class participation Students that rarely speak importance of life-long learning. Students are encouraged to read Simulation game. will be encouraged, the press, stay up to date with although not forced to political and policy speak. developments.

The bachelor is able to 2g; 2f Class debates Essay General feedback + communicate clearly, fluently Readings include a mix of Papers individual feedback if and accurately; as well in a academic and policy-oriented Class moderation exercise requested. written report as in an oral papers. presentation.

The bachelor is able to include 3c Lectures, readings (often Class debates. General feedback + ethical judgments in his analysis emphasizing these dilemmas). Paper individual feedback if of current problems in Readings from non-Western requested. international affairs and assesses authors, or providing non- the impact of these ethical mainstream views are provided judgments on the solutions to trigger critical thinking. proposed for current international affairs.

Main Course Materials (please note that you can find the readings for each week and session in the Course Schedule section below):

The course material consists of powerpoint presentations, lecture notes and readings from the textbook. Powerpoint presentations will be made available after the respective classes have taken place. A week-by-week overview of the course readings can be found in the section below.

The syllabus, powerpoint presentations and important messages will be uploaded to the Vesalius portal ‘Pointcarré’. Students are expected to visit this site regularly to keep abreast of course evolutions. The professor is expected to upload relevant material in a timely manner.

Course material marked as ‘suggested readings’ and ‘additional sources’ is helpful for research and to gain an increased understanding, but is not mandatory. This material can be found online or will be made available upon individual request.

Active Learning and Intensive ‘Reading around the Subject’: Additional Sources, Recommended Journals and Websites:

Learning should be an active and self-motivated experience. Students who passively listen to lectures, copy someone else’s notes, and limit their readings to required chapters are unlikely to develop their critical thinking and expand their personal knowledge system. At the exam, these students often fail to demonstrate a critical approach. Students are strongly recommended to have an updated understanding of developments related to this course and related to their wider Major. Active and engaged learning will turn out to be enriching to the overall course and class discussions. Students are invited to deepen their understanding of both theoretical and current issues from a variety of sources. Please find a list of suggestions compassing the entire course below. You are encouraged to read and browse in the leading journals of your discipline.

Leading Journals in International Affairs International Affairs; Foreign Policy Analysis; Foreign Policy; International Security; European Journal of International Relations; International Organization; Review of International Studies; Cooperation and Conflict; Security Dialogue; International Studies Quarterly; Global Governance; Security Studies; Journal of Common Market Studies; World Politics; Contemporary Security Policies; European Security; World Politics; Millennium: Journal of International Studies; Journal of Peace Research; Review of International Political Economy; Journal of Conflict Resolution.

Further Journals Relevant for this Course: Foreign Affairs; International Spectator; Global Affairs; Global Policy; Cambridge Review of International Affairs

Websites of Interest: the Guardian, the Economist, the Financial Times, EUObserver, Politico, The Diplomat, The New Yorker, The Atlantic, or International Herald Tribune, among many others.

Work Load Calculation for this Course:

This course counts for 6 ECTS, which translates into 150 – 180 hours for the entire semester for this course. This means that you are expected to spend roughly 10 hours per week on this course. This includes 3 hours of lectures or seminars per week and 7 hours ‘out of class’ time spent on preparatory readings, studying time for exams as well as time spent on preparing your assignments. Please see below the estimated breakdown of your work-load for this course.

Time spent in class: 3 hours per week / 45 hours per semester Time allocated for course readings: 4 hours per week / 60 hours per semester Time allocated for preparing Assignment 1 (moderation): 3 hours Time allocated for preparing Assignment 2 (paper): 12 hours Time allocated for preparing/revising for written Mid-term Exam: 15 hours Time allocated preparing/revising for written Final Exam: 15 hours

Total hours for this Course: 150

Course Assessment: Assignments Overview

The students will be evaluated on the basis of their performance in the following assignments:

Moderation exercise 20% Out of which: Student moderation 10% Press article presentation 10% Review Essay 20% Mid-Term Exam: 30% Final Exam: 30%

Grading Scale of Vesalius College

Vesalius College grading policy follows the American system of letter grades, which correspond to a point scale from 0 – 100. All assignments (including exams) must be graded on the scale of 0-100. To comply with the Flemish Educational norms, professors should on request also provide the conversion of the grade on the Flemish scale of 0-20. The conversion table below outlines the grade equivalents.

Letter grade Scale of 100 Scale of 20 (VeCo Grading Scale) (Flemish System) A 85-100 17.0-20.0 A- 81-84 16.1-16.9 B+ 77-80 15.3-16.0 B 73-76 14.5-15.2 B- 69-72 13.7-14.4 C+ 66-68 13.1-13.6 C 62-65 12.3-13.0 C- 58-61 11.5-12.2 D+ 54-57 10.7-11.4 D 50-53 10.0-10.6 F 0-49 0-9.9

Description of Activities, Grading Criteria and Deadlines: Students will be assessed in two written exams as well as on their argumentation, research and writing skills – as evident from their paper and class discussions.

1. Class debates Each student will be required to moderate one class discussion during the semester. The moderation includes two main tasks. First, the student will be expected to lead the debate with a small group of fellow students, in a lively and interactive manner (the student should make others speak, rather than speaking himself/herself). A good moderation will therefore depend upon the good participation and class preparation of other fellow students(!). The quality of the moderation will be assessed by the ability 1) to bring forward the core elements of the readings; 2) to ensure that all core concepts are understood by all; 3) to connect the dots between the readings; and 4) to ensure global participation from all students. Second, student moderators shall bring one news story from the “mainstream” press1, dating from the past 6 months, and illustrating the topic of the week. The student will present the story to his/her fellow students, summarizing the story and explaining how it relates to the course, readings and key concepts. The student will be evaluated on the selection of a relevant story, its explanation in clear language, and connections with the course of the week.

1 This means either daily newspapers or quality magazines, from any country in the world. Scientific articles, opinion pieces or blogs are not acceptable. Only articles written by professional journalists are accepted. 11

2. Review Paper Students are required to submit a review article of maximum 2,500 words, the same week as they are in charge of the moderation exercise. The article should essentially be a summary of the readings of the week, bringing them together under a coherent theme, and offering a critical assessment. Concretely, the article should start with an overall introduction that will lay out the main argument(s) that are common to the various articles, and frame it under a research question/statement/puzzle. Then, it will discuss in more details how each article addresses the research statement, providing a summary of the article, emphasizing strengths and weaknesses. Finally, it will critically evaluate how these articles address the overall research question/statement/puzzle and what are, if any, the loopholes. More information will be circulated during the second class. Papers should be typed in Times New Roman font, 12 points type, 1,5 spaced with 2cm margins. Papers that do not respect guidelines will be penalized.

Papers should be submitted in both hard copy and electronically, at the latest before the beginning of the class to which it was assigned. A failure to do so in time will result in an ‘F’. Cases of plagiarism will be treated severely.

2. Written Exams The two exams follow a similar structure. The first part consists of very short questions, testing the very basic understanding of key concepts. The second part consists of longer questions, in which the students is asked to develop his/her knowledge of concepts, and eventually to operate some comparisons between concepts/powers. The last part consists of a longer essay question.

Rubrics: Transparent Grading Criteria For Each Assignment

The following criteria will be applied in assessing your written work:

1. Exams Grading criteria 0-1 points 2-3 points 4-5 points Structure of the The argument is very The argument is The argument is well argument (from a poorly structured structure somewhat, structured and starting question to with no clear logic but still presents a follows a good logic. the conclusion) (disconnected, number of repetitive…). incoherence. Ability to understand The student does not The student only The student correctly and answer the answer the question. partly answers the answers the question. question question. Ability to The student The student shows The students demonstrate demonstrates a poor some knowledge of demonstrates a very knowledge of course knowledge of the the course material. good knowledge of material (concepts, course material. the course material. lectures, readings, etc) Ability to illustrate The student cannot The student can The student the argument with illustrate his/her provide some illustrates his concrete examples. argument. illustrations for argument with his/her argument. concrete examples.

2. Review Paper

Excellent-very good Good-average-below average Fail Introduction Ability to identify a common Student identifies the Student identifies part of the Student does not identify /25 argument(s) to all readings /10 common argument (10-7) common argument (5-7) common argument (0-5) Student frames a clear and Student frames a somewhat clear Ability to frame a research compelling research and coherent research statement Student frames incoherent question/statement/puzzle /15 statement (15-11) (11-7) and unclear statement (0-7-) Reviews Student can identify key Ability to identify and Student can summarize the argument of some texts, or at summarize the main key argument of each text least some of the key arguments Student cannot summarize /40 argument of each text /20 (20-15) (15-10) key arguments (0-10) Ability to identify strengths, Student can summarize the Student can summarize some of Student fails to summarize weaknesses and loopholes in strengths and weaknesses the strengths and weaknesses key strengths/weaknesses and text, and how they relate to and connect with research and connect with research connect with research research question /20 statement (20-15) statement (15-10) statement (10-0) Conclusion Ability to critically evaluate Student offers critical how the readings address in evaluation of readings, Student offers somewhat critical Student fails to offer critical whole or in part the overall based on research statement evaluation of readings, based on evaluation of readings, based /20 research question /20 (20-15) research statement (15-10) on research statement (10-0) Formal aspects Language, writing style, Excellent style and spelling Inadequate style and spelling /15 spelling /10 (10-7) Average style and spelling (7-5) (5-0) Respect of deadline and guidelines /5 Full respect (5) Respect of most guidelines (4-3) No respect (3-0) TOTAL /100

3. Moderation exercise

Excellent-very good Good-average Fail News story (/50) Choice of Student took a story from a high quality Student took a story from a lesser quality, but Student took a story from another source (/10) newspaper (10-7) still mainstream newspaper (7-5) source than a mainstream newspaper (5-0) Choice of a Student chose a highly relevant and Student chose a story that links to the class (15- Student chose an irrelevant story (10- story (/20) illustrative story to the class (20-15) 10) 0) Summary Student offers an excellent summary of Student offers a good summary of story and Student cannot offer a clear summary (/20) the story and how it relates to class (20- makes some links with class (15-10) or link to class material (10-0) 15) Debate moderation (/50) Moderation Student asks excellent guiding Student asks good questions and can rebound Student asks poor questions and fails skills (/20) questions, covering key arguments, and (15-10) to rebound (10-0) rebounds permanently (20-15) Synthesis Student ensures that debate focusses on Student ensures that debate focusses on some Student does not focus on core skills (/20) core argument of text, and that these are core argument of text, and partly ensures their arguments of text, and cannot ensure fully understood (20-15) comprehension (15-10) full comprehension (10-0) Inclusion Student manages to keep debate lively Student keeps debate somewhat lively and Student does not keep debate lively skills (/10) and to bring all students in discussion brings most students in discussion (7-5) and excludes students from discussion (10-7) (5-0) TOTAL (/100)

Vesalius College Attendance Policy As the College is committed to providing students with high-quality classes and ample opportunity for teacher-student interaction, it is imperative that students regularly attend class. As such, Vesalius College has a strict attendance policy. Participation in class meetings is mandatory, except in case of a medical emergency (e.g. sickness). Students will need to provide evidence for missing class (doctor’s note). If evidence is provided, the missed class is considered as an excused class. If no evidence is provided immediately before or after the class, the missed class is counted as an absence.

Participation implies that students are on time: as a general rule, the College advises that students should be punctual in this regard, but it is up to the professor to decide whether to count late arrivals as absences, or not.

Additional Course Policies Late papers will not be accepted unless there are serious legitimate reasons. Provision of a signed medical note is required, and notice must be given prior to the deadline. Academic Honesty Statement Academic dishonesty is NOT tolerated in this course. Academic honesty is not only an ethical issue but also the foundation of scholarship. Cheating and plagiarism are therefore serious breaches of academic integrity. Following the College policy, cheating and plagiarism cases will be communicated in writing to the Associate Dean and submitted to the Student Conduct Committee for disciplinary action. If you refer to someone else’s work, appropriate references and citations must be provided. Grammar, spelling and punctuation count, so use the tools necessary to correct before handing in assignments. Please consult the Section “Avoiding Plagiarism” in the College Catalogue for further guidance.

Turnitin All written assignments that graded and count for more than 10% towards the final course grade need to be submitted via the anti-plagiarism software Turnitin. You will receive from your professor a unique password and access code for your Class.

Course Schedule (Overview)

Part 1: Introduction to Global Governance and Politics of World Powers

Week 1 22 January Introduction to the Course. Overview of Syllabus and Requirements. Introduction to Core Concepts Week 2 29 January Emerging powers: Status quo or revisionists? Part 2: Country Case Studies- emerging powers

Week 3 05 February China’s Foreign Policy in Global Context Week 4 12 February Russia’s Foreign Policy in Global Context Week 5 19 February India’s and Brazil’s Foreign Policy in Global Context Week 6 26 February The Foreign Policies of South Africa and other emerging powers in Global Context Week 7 Mid-Term Exams

Part 3: Rivalry, Order, and Challenges to Global Governance in Key Areas

Week 8 12 March Strategic rivalry and (multiple) world order Week 9 19 March Hot issue: Emerging powers and climate negotiations Week 10 26 March New donors? Emerging powers and development cooperation Week 11 16 April Money, money money! Emerging powers and economic/financial governance Week 12 23 April Safe world? Emerging powers and security issues Part 4: Strategies of Established Powers, and Future Scenarios

Week 13 30 April EU and emerging powers Week 14 07 May What Global Scenarios for the future?

Week 15 FINAL EXAMS

Detailed Reading Assignments

Week 1: Introduction and key concepts

Guiding questions: • Is the US still the ‘lonely superpower’? Is US hegemony over? Is the world multipolar yet? • Are Western norms and values fundamentally challenged? How? • What is the liberal order, why and how is it challenged?

Readings: • M. Cox, “Power Shifts, Economic Change and the Decline of the West?”, International Relations 26(4), 2012, pp. 369–388. • K. Mahbubani, “The case against the West”, Foreign Affairs, May/June 2008, pp. 108-24. • S. Patrick, “World order: what exactly are the rules?”, The Washington Quarterly, 39:1, 2016, pp. 7-27 • J. Nye Jr, “Will the liberal order survive?”, Foreign Affairs, January 2017, 6 p • A. Acharya, “After liberal hegemony: the advent of a multiplex world order”, Ethics and International Affairs, September 2017.

Further readings: • F. Zakaria, The Post-American world, NY: W.W. Norton, 2009. • S. Reich and R. Lebow, Good-by hegemony: power and influence in the global system, Princeton: Princeton University Press, 2014.

Week 2: Emerging powers: Status quo or revisionists?

Guiding questions: • What are the main strategies for rising powers to rise? And what drives them? • Are emerging powers challenging the established order, or contributing to it? • Are the BRICS countries rising together or competing to rise apart? • Is geopolitics back?

Readings: • R.L. Schweller, “Managing the rise of great powers: History and theory”, in A. Johnston and R. Ross, Engaging China: The management of an emerging power, Routledge, pp. 1-27. • H. Pant, “The BRIC fallacy”, The Washington Quarterly, Summer 2013, pp. 91- 105. • W.R. Mead, ‘The return of geopolitics’, Foreign Affairs, May 2014, 7 p. • J.G. Ikenberry, ‘The Illusion of geopolitics’, Foreign Affairs, May 2014, 7 p.

Further readings: • A. Narlikar, New powers: How to become one and how to manage them, NY: Columbia University Press, 2010. • V. Nadkarni, C. Noonan, Emerging Powers in a Comparative Perspective: The Political and Economic Rise of the BRIC Countries, NY: Bloomsbury, 2013.

Week 3: China’s foreign policy in global context

Guiding questions: • Is China still a rising power or is it already a great power? • Is China’s rise sustainable? What are China’s strengths and weaknesses? • What does China want, regionally and globally? How does it pursue it?

Readings: • S. Breslin, “China and the global order”, International Affairs, 89(3), May 2013, pp. 615-34. • Y. Deng, ‘China: The Post-Responsible Power’, The Washington Quarterly, Winter 2015, pp. 117-32. • E. Osnos, “Making China Great Again”, The New Yorker, 8 January 2018. • D. Shambaugh, “The Illusion of Chinese Power”, The National Interest, July- August 2014, 5 p. • M. Jacques, “How China Will Change the Global Political Map”, Transatlantic Academy Analysis, March 2013, 5 p.

Further readings: • D. Shambaugh, China Goes Global: The Partial Power, Oxford: Oxford University Press, 2014.

Week 4: Russia’s foreign policy in global context

Guiding questions: • Is Russia a great power? Regional power? Declining power? • Is Russia a Western or Asian power? Is there a new international axis between Moscow and Beijing? • What does Russia want, regionally and globally? How does it pursue it?

Readings: • P.K. Baev, “Russia’s pivot to China goes astray: the impact on the Asia-Pacific security architecture”, Contemporary Security Policy, 37:1 (2016), pp. 89-110. • B. Lo, ‘Two worlds’, in B. Lo, Russia and the new world disorder, Washington: Brookings, 2015, pp. 38-66. • F. Lyukanov, “Putin’s foreign policy”, Foreign Affairs, 2016. • F. Lyukanov, “Fuzzy Alliances, Flexible Relations”, 2018. • M. Galeotti, “Heavy Metal Diplomacy: Russia’s Political Use of its Military in Europe since 2014”, ECFR, December 2016.

Further readings: • E. Lucas, The New Cold War: Putin's Russia and the Threat to the West, NY: Palgrave, 2014.

Week 5: India’s foreign policy in global context

Guiding questions: • What does India want, regionally and globally? How do they pursue it? • What are their main strengths and weaknesses? • Is South-South cooperation an effective foreign policy strategy?

Readings: • R. Basrur, “Modi’s foreign policy fundamentals: a trajectory unchanged”, International Affairs, 93:1 (2017), pp. 7-26. • E. Sridharan, “Where is India headed? Possible future directions in Indian foreign policy”, International Affairs, 93:1 (2017), pp. 51-68. • A. Narlikar, “India’s role in global governance: a Modi-fication?”, International Affairs, 93:1 (2017), pp. 93-111.

Further readings: • M. Reid, Brazil: The Troubled Rise of a Global Power, Yale: Yale University Press, 2014. • S. Cohen, India: Emerging Power, Washington: Brookings Press, 2002.

Week 6: Brazil and other middle powers in global governance

Guiding questions: • What does Brazil want, regionally and globally? How do they pursue it? • What are their main strengths and weaknesses? • Is South-South cooperation an effective foreign policy strategy? • What is a regional, middle power? And how do they behave internationally? • What is minilateralism? What are the opportunities and challenges of it?

Readings: • C. Milani et al., “Brazil’s foreign policy and the ‘graduation dilemma’”, International Affairs, 93:3 (2017), pp. 585-605. • M.A. Vieira and C. Alden, ‘India, Brazil, and South Africa (IBSA): South- South Cooperation and the Paradox of Regional Leadership’, Global Governance, 17(4), 2011, pp. 507-28. • M. Kahler, “Rising powers and global governance: negotiating change”, International Affairs, 89(3), May 2013, pp. 711-29. • S-J Lee, ‘South Korea as New Middle Power Seeking Complex Diplomacy’, EAI Working Paper, 2012, 23 p. • M. Naim, ‘Minilateralism’, Foreign Policy, June 2009, 3 p.

Further readings: • South African Journal of International Affairs, Volume 21 - special edition 2014, 'South African foreign policy over 20 years of democracy (1994-2014)'

Week 7: Mid-term Exam

Week 8: Strategic rivalry and (multiple) world order

Guiding questions: • Is a non-Western centric world possible, in terms of power, norms, values? • Is there one world order, or several competing orders? • Is a war possible with emerging powers? Is US-China war inevitable?

Readings: • G. Allison, ‘The Thucydides Trap: Are the U.S. and China Headed for War?’, The Atlantic, September 2015. http://www.theatlantic.com/international/archive/2015/09/united-states-china- war-thucydides-trap/406756/ • Flockhart, T. “The coming multi-order world”, Contemporary Security Policy, 37:1, 2016, pp. 3-30. • Barma, N. et al, “Welcome to a World without the West”, National Interest, 12 November 2014. • M. Kaczmarski, “Non-western visions of regionalism: China’s New Silk Road and Russia’s Eurasian Economic Union”, International Affairs, 93:6 (2017), pp. 1357-1376.

Further readings: • C. Kupchan, No one’s world, Oxford: Oxford University Press, 2012. • H. Kissinger, World Order, NY: Penguin, 2014.

Week 9: Hot issue: Emerging powers and climate negotiations

Guiding questions: • What are the main elements of cohesion and division between the BRICS? • To which extent are emerging powers challenging established climate structures/norms/concepts? • Can/should there be more cooperation between emerging and established powers? • Should emerging powers take responsible climate policies, even if climate change if the result of Western industrialization?

Readings: • A. Hurrell and S. Sengupta, “Emerging powers, North–South relations and global climate politics”, International Affairs, 88(3), 2012, 463-84. • Hochstetler K. and M. Milkoreit. “Responsibilities in Transition. Emerging Powers in the Climate Change Negotiations”, Global Governance, 21:2, 2015, pp. 205-21. • Falkner, R. “The Paris Agreement and the new logic of international climate politics”, International Affairs, 92:5, 2016, pp. 1107-25.

Further readings: • Together Alone: BASIC Countries and the Climate Change Conundrum, Stockholm: Stockholm Environment Institute, 2011.

Week 10: New donors? Emerging powers and development cooperation

Guiding questions: • Are emerging powers contributing to global development objectives? How (much)? • What are the main elements of cohesion and division between the BRICS? • To which extent are emerging powers challenging established security structures/norms/concepts? • Can/should there be more cooperation between emerging and established powers?

Readings: • G. Asmus, et al, “BRICS and foreign aid”, AidData Working Paper 43, College of William & Mary, August 2017, 27 p. • H. Swedlund, “China eroding the bargaining power of traditional donors in Africa?”, International Affairs, 93:2 (2017), pp. 389-408. • Chin, G. “Asian Infrastructure Investment Bank: Governance Innovation and Prospects”, Global Governance, 22:1, 2016, pp. 11-26. • M. Naim, “Help not wanted”, New York Times, 15 February 2007. Available online: http://www.nytimes.com/2007/02/15/opinion/15naim.html

Further readings: • E. Mawdsley, From Recipients to Donors: Emerging Powers and the Changing Development Landscape, NY: Zed Books, 2012.

Week 11: Money, money money! Emerging powers and economic/financial governance

Guiding questions: • How much did the 2008 financial crisis change the global order? • What are the main elements of cohesion and division between the BRICS? • To which extent are emerging powers challenging established trade, economic, monetary and financial structures/norms/concepts? • Can/should there be more cooperation between emerging and established powers?

Readings: • Noesselt, N. “Contested global order(s): Rising powers and the re-legitimation of global constitutionalization”, I-CON, 14:3, 2016, pp. 639-56. • B. Baracuhy, “The evolving geo-economics of world trade”, in s. Baru and S. Dogra (eds), Power shifts and new blocs in the global trading system (London: IISS), 2015, pp. 121-37. • Kahler, M. “The Global Economic Multilaterals: Will eighty years be enough?”, Global Governance, 22:1, 2016, pp. 1-9. • K. Hopewell, “The BRICS—merely a fable? Emerging power alliances in global trade governance”, International Affairs, 93:6 (2017), pp. 1377-1396.

Further readings: • J. O’Neill, The Growth Map: Economic Opportunity in the BRICS and Beyond, London: Penguin, 2011. • R. Sharma, "Broken BRICs: Why the Rest Stopped Rising," Foreign Affairs, November/December, 2012, 2-7.

Week 12: Safe world? Emerging powers and security issues

Guiding questions: • Are emerging powers contributing to global security? How? • What are the main elements of cohesion and division between the BRICS? • To which extent are emerging powers challenging established security structures/norms/concepts? • Can/should there be more cooperation between emerging and established powers?

Readings: • Kaplan, R. “Eurasia’s coming anarchy”, Foreign Affairs, March/April 2016, pp. 33-41. • O. Stuenkel, “The BRICS and the Future of R2P”, Global Responsibility to Protect, 6(1), 2014, pp. 3-28. • Bo Zhou, “How China can improve UN peacekeeping”, Foreign Affairs, 15 November 2017. • J. van der Lijn and X. Avezov, “Peace operations in a multipolar world: a surprising consensus”, SIPRI essay, 30 September 2014. • M. Duchâtel, “Terror overseas: understanding China’s evolving counter-terror strategy”, European Council on Foreign Relations, October 2016. • MERICS, ‘China Global Security Tracker’, n°1, 2017, available at: https://www.merics.org/en/china-monitor/content/3211#3221

Further readings: • K. Ho Chun, The BRICs Superpower Challenge: Foreign and Security Policy Analysis, Farnham: Ashgate, 2013.

Week 13: Europe and emerging powers

Guiding questions: • Has the EU developed an effective strategy to deal with emerging powers? • How much is the EU’s foreign policy towards emerging powers driven by its member states? • What is a strategic partnership? Are they useful diplomatic instruments? • Is the EU an emerging power?

Readings: • M. Smith, “Beyond the comfort zone: internal crisis and external challenge in the European Union’s response to rising powers”, International Affairs, 89(3), 2013, pp. 653–671. • Joffe, J. “The folly of abandoning Europe”, Foreign Affairs, December 2016. • Biscop, S. “The EU Global Strategy: Realpolitik with European Characteristics”, Security Policy Brief, Egmont Institute, 2016. • J. Howorth, ‘The EU as a Global Actor: Grand Strategy for a Global Grand Bargain?’, JCMS, 48(3), 2010, pp. 455-74.

Further readings: • T. Renard and S. Biscop (eds), The EU and Emerging Powers in the 21st Century, Farnham: Ashgate, 2012.

Week 14: Future scenarios

Guiding questions: • What will the future world order look like? • Is graceful decline a likely scenario for the US? Why (not)? • Should we be optimistic or pessimistic about the future?

Readings: • Drezner, D. “Five Known Unknowns about the Next Generation Global Political Economy”, Brookings, May 2016, 23p. • P. MacDonald and J. Parent, “Graceful Decline?: The Surprising Success of Great Power Retrenchment”, International Security, 35(4), 2011, pp. 7-44. • Ghost Fleet • Global Trends, Paradox of Progress, National Intelligence Council, 2017.

Further readings: • Global Trends 2035, National Intelligence Council, 2017.

Week 15: Final Exam