4 Discussion
4.3 Single Vs Double Exponential Analysis
33
inquiries are many, among them are as follows: power analysis, stakeholder analysis, force-field analysis, political mapping, network analysis, and drivers of change analysis (Brinkerhoff; 2009:1183-4).
Respectively, and based on these tools, students are expected to know how power determine formulation of rules, setting of policy agenda, structure, distribution of resources, access to welfare and justice, whose interest and values dominates policy, the role of formal and informal forces, etc.; know whose interest should be taken care of when formulating and implementing policies or programs based on data collected and analyzed; know the factors and underlying forces that makes goal realization possible and difficult; know the governmental borderline of a nation, region, city, state, LGA, etc. for purpose of proper differentiation and ease of location for governmental activities, collection of data, etc.; know the drive and interest that determines political influences among political actors- individuals, groups, and institutions;
and to know the open and underlying social forces- internal and external that brings about change to a nation, organization, etc. like the role of regulation, technology, reforms, etc. Students should note that all these tools are part of the conceptual framework that enables a good understanding of ideas and context before political analysis is undertaken.
SELF-ASSESSMENT EXERCISE
How interrelated are the tools for political analysis and are they mutually exclusive in a given political analysis?
4.0 CONCLUSION
The unit discusses concept and tools for political analysis. Various meanings of concept and its importance to political analysis were highlighted. The aggregate perception is that concept like politics and political analysis is not static, but dynamic in time and space. There is a tendency for students to conflate concepts with terms; however, there is a huge difference between the two, although the term can graduate into concept as the former is broader in scope and meaning than the latter.
Aside, concept has a broader view of reality because of its conversational endeavour to understand reality. It is suggested that concepts should not be taken for granted because concepts may not be the reality that it is intended to manifest- that is, what you see may not be exactly what it claims. In other words, concepts can be made to remain abstract or concrete in any political system based on the political context, circumstance, condition, etc. in relation to places, objects, subjects, and methods. As variables for political analysis, various concepts were identified- from the abstract to those that are required for competent political analysis. However, to achieve this, conceptual framework and tools for political analysis would have to be employed to help in the
organization and synthesis of ideas in relation to reality. But this requires an action plan call conceptual framework in a broader sense, and of course, specific tools for political analysis.
5.0 SUMMARY
In this unit, concept and tools for political analysis were discussed. You were made to understand the meaning of concept and how it is important to political analysis. Consequently, students were introduced to some concepts that they were already familiar with right from their first year in POL 101. To make a good political analysis, students were also made to know that conceptual framework and tools of analysis must be taken seriously because the former constitute the action plan and while the latter help to bring out the specific guidance and facts for political analysis.
6.0 TUTOR-MARKED ASSIGNMENT
1. The significance of understanding the role of concepts in political analysis cannot be ignored. Discuss.
2. Without a good knowledge of conceptual framework and tools, political analysis will be found wanting. Do you agree?
3. Concept like politics and political analysis can be very dynamic.
Discuss this in relation to the abstract and concrete nature of democracy.
7.0
REFERENCES/FURTHER READING
Apter, D.E. (1977). Introduction to Political Analysis. Massachusetts:
Winthrop Publishers.
Brinkerhoff, D.W. (2009). Tools for Institutional, Political, and Social Analysis of Policy Reform: A Sourcebook for Development Practitioners. International Journal of Social Economics, Vol. 36, No. 12, pp. 1183-4. Emerald Group Publishing
Camp, W. G. (2001). “Formulating and Evaluating Theoretical Frameworks for Career and Technical Education Research.”
Journal of Vocational Education Research, 26 (1), 1–16.
Deleuze, G. & Guattari, F. (2017). Percept, Affect, and Concept.
Minneapolis: University of Minnesota Press,
Deleuze, G. (1990). The Logic of Sense. New York: Columbia University Press.
35
Foucault, M. (1972). The Archaeology of Knowledge. New York:
Pantheon Books.
Kant, I. (2002). Lecture on Logic. Cambridge: Cambridge University Press.
Laurence, S. & Margolis, E. (1999). “Concepts & Cognitive Science”. In:
Margolis and Laurence (Eds.). Concepts: Core Readings.
Cambridge MA: MIT Press.
Ophir, A. (1999). Political Concepts: A Critical Lexicon. New York: New School for Social Research.
Paige, J.M. (1999). “Conjuncture, Comparison and Conditional Theory in Macrosocial Inquiry”. American Journal of Sociology, 105:781-800.