| COURSE NUMBER: |
SSCI 300 |
|---|
| COURSE TITLE: |
Field Course in International Development |
|---|
| NAME OF INSTRUCTOR: |
Roy Berkenbosch |
|---|
| CREDIT WEIGHT AND WEEKLY TIME DISTRIBUTION: |
credits 3(4 days pre-field lectures/seminars; 3 weeks on field; 3 days post-field seminar) |
|---|
| COURSE DESCRIPTION: |
First-hand observation of, and active participation in, a selected rural or urban community development project in
Africa, Asia or Latin America. Projects focus on basic human needs in subsistence economies. All students complete a
field-based research assignment. Pre- and post-field classes, readings and assignments emphasize Christian perspectives on
development, methods of community development, and cross-cultural skills.
The offering of this course is depending on enrollment, availability of a host partner agency and financial support.
Prerequisites: Three credits in economics, geography, political science or sociology; or consent of instructor.
Participants must also present a medical letter of good health, and sign a waiver of liability. |
|---|
| COURSE READINGS: |
- Serving with Eyes Wide Open, David Livermore (journal due February 7)
- Short Term Mission - handouts (journal due Feb 28)
- Integral Mission – handout – Journal due March 28
- When Helping Hurts (excerpts) (plus short handout from Serving God Globally) journal due April 4
|
|---|
| MARK DISTRIBUTION IN PERCENT: |
| Pre-field Assignments | 40% |
| Field Journal | 30% |
| Group Assignment and Presentation | 30% |
| 100% |
|
|---|
| COURSE OBJECTIVES AND APPROACH: |
On completion of this course, students should be able to:
- describe
and attempt to understand poverty in subsistence economies from
multiple dimensions (i.e., spiritual, economic, political, social,
environmental)
- explain community-based models of development used by Christian development agencies to empower the poor
- reflect
on and articulate change in participants’ personal lives (spiritual
growth, lifestyle, perception of/solidarity with the poor, career
aspirations, education, etc.).
The pre-field component
introduces biblical perspectives on the poor, development thought, the
community development model, preparation for a field-based assignment
and some cultural orientation. On the field, students receive
more in-depth orientation, live and work with the poor; gain insight
into the causes and effects of poverty, participate in a service
project; gain cross-cultural skills; work with Canadian and
host-country partner groups; and build group interaction skills.
On return, students present the results of their field-based
assignment.
Examples of questions to be asked in the course include:
- who are the poor? What perceptions do we have of them? And why are they poor?
- what does the Bible say about the poor?
- what is our relationship with the poor? are we givers? helpers? partners? learners?
- what models of development are available? are there Christian models?
- what
is community development? how do we empower communities and
institutions that serve the poor? Are these sustainable?
|
|---|
