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Chris Adolph :: 409
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Political Economy from Great Recession to Pandemic

POLS/ECON 409

We consider contemporary comparative political economy and macroeconomics of advanced industrial economies through the lens of the past two decades, bookended by the long recession kicked off by speculative bubbles and financial crisis, and the sharp recession and subsequent inflationary growth that followed in the wake of the COVID-19 pandemic. In the background, massive technological change and widening inequality renewed debate on the appropriate role of government in managing the business cycle and addressing systemic disparities. Emerging from the tumult of the early 21st century, the rich economies of the US and Europe face deep questions about the future of work in an era of automation, globalization in a time of xenophobia, and democracy under the rise of populism. We tackle three key questions through discussion of a mixture of popular and academic readings: What happened during the Great Recession, what political economic changes followed in its wake, and how is the experience and aftermath of the pandemic reshaping these trends?



POLS/ECON 409

Political Economy from Great Recession to Pandemic

Offered occasionally at the
University of Washington

Syllabus  

Readings  



Spring 2023

Class meets:
MW 4:30 pm–6:20 pm
Thompson 231

Lectures           Click on lecture titles to view slides or the buttons to download them as PDFs.

Day 1

Course Introduction  

Day 2

Contours of Change  

Day 3

Economics of the Financial Crisis, Part 1  

In discussing the answers to last week’s quiz, we will also consider a brief “reaction paper” I wrote regarding limits to the concept of moral hazard.

Day 4

Economics of the Financial Crisis, Part 2  

As you relive the financial crisis of the late 2000s, here are three (pre-COVID-19) news articles to ponder: on corporate debt, on the credibility of banking regulation, and on the weakening of post-crisis reforms.

Day 5

Politics of the Financial Crisis, Part 1  

Day 6

Politics of the Financial Crisis, Part 2  

Day 7

Stimulus, Austerity, and Recovery in the US  

See also this book review dealing with the continuing debate over the Obama administration’s decision to seek a smaller-than-economically-indicated stimulus.

Day 8

The Euro, Austerity, and Crisis, Part 1  

A handy summary of key economic indicators for selected countries involved in the Eurocrisis (and a reference case) before the crisis, at the peak of the crisis, and later in the 2010s.

Day 9

The Euro, Austerity, and Crisis, Part 2  

Day 10

Automation, Skills, and Inequality, Part 1  

See also this fascinating review of the “overwork premium” and its strongly gendered consequences. The article contains many links to recent studies. Pay close attention to Claudia Goldin’s arguments. (How do they relate to Goldin and Katz’s book, which we read this week?)

Regarding automation, see also two videos exploring the debate between economists and “futurists”: one from CGP Gray and a more recent entry from Vox Media.

Day 11

Automation, Skills, and Inequality, Part 2  

In addition to the articles listed or linked from the syllabus, see the following recent quick hits on: (1) the vast text corpus underneath AI chatbots, (2) demands for AI regulation from inside the industry, (3) one tech writer's experience using chatbots as productivity tools, and (4) the unusual legal liabilities AI might create.

Day 12

Capital’s Return, Part 1  

To help calibrate our understanding of just how long lasting the benefits of inherited wealth can be, consider England, where direct descendants of the Norman conquerors of 1066 retain significant economic advantages, and where a tiny fraction of (often aristocratic) landowners still hold most of the land.

Days 13 & 14

Capital’s Return, Parts 2 & 3  

Day 15

Democratic Responsiveness and Economic Change, Part 1  

Day 16

Democratic Responsiveness and Economic Change, Part 2  

Day 17

Economic Change and Populism  

Please also read these insightful articles from the Washington Post and the New York Times on the 2019 closure of the Lordstown GM plant and its impact of Youngstown-area workers.

For a groundlevel view of the 2020 election in Youngstown, watch this Guardian video.

My findings on metro-level presidential partisan swings in the 2016 US presidential election can be replicated by running this R script on data scraped by Tony McGovern from Townhall.com and The Guardian (last accessed 14 May 2017).

Day 18

The COVID-19 Pandemic: Immediate Responses & Economic Effects  

Day 19

Solutions to 21st Century Problems  

Above I will post questions submitted by the class of Spring 2023. You may also be interested in the questions asked by classes in Spring 2021, Spring 2019, Spring 2017, and Winter 2015.

See also some useful visualizations on the course of the economy coming out of the twin crises of the Great Recession and the Covid Pandemic from Paul Krugman, Quoctrung Bui, and Sara Chodosh.


Student Assignments

Reaction Papers

Due on Pre-arranged Dates

For three pre-arranged class meetings, students will turn in a 2–3 page “reaction paper” addressing that day’s readings. To receive full credit, this paper must be more than a summary of arguments from the readings. A good reaction paper can take several forms: you might choose to critique one or more readings closely, to compare and contrast the arguments and findings of several readings, or to place the readings in a broader context, including earlier readings in the course. Reaction papers are due via Canvas at the beginning of class; late papers will not be accepted.


Final Paper  

Due 6 June 2023, 3 pm

Students will write a longer (approximately 10–12 page) paper drawing on the course readings to answer an assigned question. Papers that clearly develop an argument and support that argument with well-sourced and explained evidence will receive the highest marks. Papers that fail to make a clear argument, that provide only weak, poorly explained, or poorly sourced evidence, or that suffer from serious deficits in writing will be marked down accordingly.



University of Washington link

CSSS Center for Statistics and the Social Sciences link

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Chris Adolph & Erika Steiskal

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