GLST 301: Global Futures
Spring 2006
Dr. Erin Kenny, ekenny@drury.edu
Office: Burnham Hall 334, 873-7226
Hours: M & W 12:30 to 1:30, T & R 11 to 1
Mission Statement for Drury University:
Education at Drury seeks to
• cultivate spiritual sensibilities and imaginative faculties as well as ethical insight and critical thought;
• foster the integration of theoretical and practical knowledge; and
• liberate persons to participate responsibly in and contribute to life in a global community.
Course Rationale:
This interdisciplinary course examines perspectives on “globalization” and the future of our planet. In order to more fully understand the formation of contemporary society as a springboard for the future, we “go back” to examine some archaeological origins of empire. Today, our world faces grave environmental and social problems, but as we will see, some of these are not necessarily new to human existence. A major focus of our course will be on linkages between cultural processes of production and consumption. We will cultivate intellectual tools to understand contemporary movements of people, capital, political ideologies, technologies, and media on the world stage, and how we might fashion an analytic framework of engaged action to address global social issues in the interest of democratic liberation for all peoples and the health of our environment. Students will be particularly encouraged throughout the semester to reflect critically on how these themes articulate with their own life experiences and studies, their majors and career plans, and their strategy for engaged social action in the future.
Students in this course have the opportunity to develop critical analytical and evaluative skills and both oral and written communications skills; students also have the opportunity to clarify and develop their personal values regarding issues of our common global future. Students in this course will not only learn a body of knowledge about global society and culture through readings and class sessions, but will also produce original analytical ideas through class discussions, written assignments, group presentations, and a final project.
Something to think about: within two or so years, in your quest for meaningful employment, you will sit across the desk from an interviewer who will very probably ask you, “So, what's Global Studies?” Be sure you can answer this question thoughtfully: it will set you apart from the competition!!
Required Texts and Course Materials:
Kenny Global Futures Reader
2006 available at Carbon Copy
Rivoli, Pietra
2005 Travels of a T-Shirt in a Global Economy: An Economist Examines the Markets, Power, and Politics of World Trade. Hoboken, NJ: John Wiley & Sons.
ISBN 0-471-64849-3
Wright, Donald R.
2004 The World and a Very Small Place in Africa: A History of Globalization in Niumi, the Gambia, 2nd edition. Armonk, NY: M.E. Sharpe.
ISBN 0-7656-1008-6
Please note well: This is an upper division course at a prestigious university. I expect that you will do the readings without being coerced. The above are supplementary readings to lectures. It will often be the case this semester that you will be responsible for information presented in the readings that we do not necessarily cover in class.
Active Engagement:
Attendance in this course is mandatory. Missing more than two classes without an excuse will absolutely result a grade deduction. You cannot achieve an “A” in this course if you are not here to participate with regularity. Absences are excused with written documentation only .
The success of this course depends upon your participation and engagement with the readings, other students, and the instructor. Put simply, you cannot achieve a good grade in this course if you are not serious about attending regularly, on time, and participating in the class activities. This means you will have the readings and homework done BEFORE you come to class, and you will be prepared to initiate a topic for class discussion from time to time through the semester. I expect that you will spend at least one hour preparing independently for each class by reviewing the material to be covered, preparing reading notes, and outlining some thoughtful questions for clarification or discussion. In the event I give a quiz on preparation, there will be no opportunity to make up quizzes or homework assignments.
A final (probably unnecessary) note on class etiquette: please remember that this is a university environment, and please behave accordingly. Please be respectful to me and to your fellow classmates. We all have commitments outside the classroom, but please recall that by signing up for this course, you are making a commitment to be part of a classroom community that fosters learning and academic growth. People outside the classroom will understand that you are temporarily unavailable while you fulfill your university obligation to be present for this course. Please remember to turn your cell phone to “silent mode” before each class and avoid sending text messages, checking the time, or fiddling with electronic devices during lecture and group activities. If you have your phone or PDA or iPod out during class, you are quite simply being rude to the members of our class. Please do not put me in the position of publicly addressing your behavior: that would be uncomfortable for both of us.
Student Assessment and Evaluation (100%)
Grading Scale:
94 - 100% - A
90 - 93% - A-
87 - 89% - B+
84 - 86 - B
80 - 83% - B-
. . . . continued, as in the Student Handbook
Attendance and Participation (15%):
Attendance and punctuality in class sessions will be recorded. Your grade will reflect the percentage of classes you attended out of the total number of class sessions. All students are encouraged to take an active role in discussions, and we will work toward creating a respectful learning community. If you are quiet or shy, simply make a commitment to work on taking risks and managing your anxiety; those who tend to dominate discussion may need to work on restraint. Class participation includes not only involvement in discussion, but also active listening and intellectual exchange outside of class (e.g., office hours visits). This portion of your grade will also include in-class group activities, short writing exercises (either in-class or take-home), and other assignments or quizzes.
Reading Notes (20%):
All students should maintain reading notes, consisting of notations of important passages or quotations, summary of key arguments and evidence, and some initial analytical ideas (clarification of ideas, analysis of assumptions and/or consequences, extensions and applications of ideas, endorsements or rebuttals of ideas, etc.). It is suggested that students maintain notes on ALL readings, since these notes (if properly maintained) will lead to greater efficiency and success in other assignments. Students will submit 10 sets of reading notes over the course of the semester, and students can only submit one set during any given week.
Group Project (10%):
Students will form small groups of four or so and will make a presentation of approximately 20 minutes on their group's assigned day. Each group will be responsible for helping to present and frame a major global social issue (eg: migration of people, ecology and environment, healthcare, gender inequality, and global media). Each presentation should include (1) an explanation, summary, and evaluation of the main points and overall arguments of the relevant readings for your presentation day, as well as an assessment of the assumptions and consequences and potential alternative arguments pertaining to these readings (around 5 minutes), (2) presentation of any additional research the group has conducted on the topic at hand (around 5 minutes), and (3) creative presentation of interesting cultural examples which illustrate and/or challenge the arguments of the readings, along with a discussion of how and why the cultural example is relevant to the topic and what it can teach us (around 5 minutes). Cultural examples for part 3 may come from TV shows or movies, popular music or other forms of popular entertainment, magazines or books, Internet sites, personal experiences or lived observations, or any other domain which manifests the topic at hand. Finally, each presentation should conclude with (4) a discussion of potential resolutions to the global issue at hand, with attention to role models for socially responsible change and action steps which might be taken in the interest of human liberation (around 5 minutes).
Presentations should be lively, fun, informative, and enlightening, and each member of the group should be involved in presenting materials orally. The use of audiovisual materials (whether powerpoint or writing on the board, video clips or brief skits, i.e., high-tech or low-tech) is highly recommended. Presentations will be graded on analytical/interpretive sophistication and clarity, organization and original choice of materials, cohesiveness of various segments/speakers, and oral communications/public speaking skills.
Short Essays (30%):
Students will write two short essays dealing with course themes and texts. Each essay (5-6 pages in length, typed, double-spaced) will analytically engage with course themes, discussions, and texts. One week before essays are due, the instructor will hand out a list of suggested essay topics/questions. Short essays will receive thorough comments from the instructor, and students will revise and resubmit their essays.
POLICY ON PLAGIARISM: Any suspected case of plagiarism will be investigated and sanctioned to the fullest extent possible under Drury's academic code. Write your own prose, do not copy the work of others, and cite those whom you quote or paraphrase—it's that simple! All suspected cases of plagiarism will be documented, and will go on file with the Dean's Office. Demonstrated cases of plagiarism will result in a failing grade for the course.
Final Project (25%):
Each student will complete a final project for the course, culminating in a written research project of 10-12 pages in length (double-spaced). Research projects will be focused on a case study of a contemporary global social issue, with special attention to how an individual, group, organization, or institution has attempted to address the issue at hand and create “sustainable global community” in the process. Students are encouraged to develop projects which articulate directly with their majors and future career plans. These projects will incorporate library and internet research, as well as grounded fieldwork (participant-observation, volunteering, and interviewing) to the extent possible given the topic. Students will be required to submit a one-page project proposal early in the semester, when additional guidelines and suggestions will be provided. All projects should engage with key course themes/questions and readings.
Some Guiding Principles for this Course:
• I do not care if you do not agree with me, my perspectives, or my politics. I take responsibility
for my own perspectives which have been shaped by living in five countries on three continents and speaking three languages. Because of my experiences, most people do not agree with me on all things, including my parents, my brothers, my friends, and my husband. I do not claim to be the ultimate authority on any topic except my own life. I claim my own unique identity, just as you must claim yours. What I do care about is that you can support your position, whatever it may be, using a well-reasoned argument. This is the hallmark of a well-educated person. (For insight into your own positions, I recommend consulting two on-line sources: www.moral-politics.com and www.personalitytest.net .)
• One thing that students often say in a class like this is, “but I don't know anything about other parts of the world.” That's okay!! The only prerequisite I ask for this class is that you are willing to learn. No one can know everything about the huge topic of “global futures”: we're here to get more exposure contemporary global processes and make predictions about the future. I welcome any experiences or questions you might have with regard to this topic.
• Both students and teacher benefit from constructive feedback, which should include discussion of strengths and suggestions for improvement.
• This course carries a significant reading load, as well as a requirement to write a research paper. You will need to spend time on this course material. You need not feel overwhelmed: one of the greatest skills you will learn at the University-level is how to read efficiently and critically. Come talk to me if you feel like you are falling behind, and we will review your reading and note-taking skills.
• Studies show that knowledge is better retained and applied when it is collectively constructed, not just “deposited” in a one-way fashion. I ask you to contribute to our classroom community of learning. Take this request seriously. It will influence your grade. If you do not participate, I will assume that you are a passive learner. Passive learners do not earn “A”s. An “A” in this course indicates a level of mastery that is both curious and active.
• Everyone has the right to be “real” in this class, both students and teacher, and this includes the right to voice one's authentic political viewpoint. We will disagree when it comes to political issues, but the right of expression and the responsibility to respect others' expressions (even while disagreeing) will remain the foundation of our democratic dialogue.
• Everyone has the responsibility to engage with viewpoints different than their own, but this does not mean one must take an imaginary stance of bias-free, neutral objectivity. Objectivity emerges from analyzing one's own position in tension with diverse other positions. Engaging with conflicting positions can only strengthen your own, and appropriately managed conflict can be productive and energizing! Again, these indicators of intellectual maturity are the hallmarks of a well-educated person.
• Everyone is biased. Usually, we accuse others of bias simply because we disagree with their positions. No one can “impose” their views on you without your consent. The integrity and sanctity of your mind are inviolable. If you feel someone is imposing a viewpoint, it is your responsibility to construct an argument and gather evidence to offer a different perspective, even if that means going outside of the assigned course texts.
• No one will be graded or evaluated based on ideology or politics, but rather on application of GP21 critical thinking and writing rubrics. See me if you have questions about these criteria.
• Education is a privilege and a responsibility. It should be challenging, meaningful, sometimes hilarious, playful/fun, but always profoundly transformative of individuals and societies.
Please keep in mind that I am always here to assist you with your academic goals and your personal development as a global citizen. COME TALK TO ME! I am very happy to talk to you about the course materials, diverse learning strategies, writing strategies, current events, your academic or professional future, or even about my (often funny and stupid, sometimes sad or joyful) experiences living abroad in West Africa and Europe.
Course Outline and Reading Schedule
Date Theme or Topic: Your Responsibility
W Jan 18 Introduction to the Course
What is “globalization”?
F Jan 20 Major Course Themes: Trouillot, A Fragmented Globality
Part I – Start at the Beginning: Looking Back to Look Forward
Week 2 – Economic Theory, Part I
M Jan 23 Globalization: con't - Trouillot, A Fragmented Globality
W Jan 25 Gift Theory and Reciprocity: Cronk, Reciprocity & Power of Giving
F Jan 27 Redistribution: Harris, Life without Chiefs
Week 3 – The Rise of the City-State in Archaeological Evidence
M Jan 30 Big Men Systems: con't - Harris, Life without Chiefs
W Feb 1 Rise of Agriculture: Feder, The Neolithic
F Feb 3 Rise of the City-State: Scarre & Fagan, Theories of the State
Week 4 – World Systems Theory (a review)
M Feb 6 Trade: con't - Scarre & Fagan, Theories of the State
W Feb 8 Medieval World, Wallerstein: Wright, p. 11-62 last day to add/change schedule without a fee
F Feb 10 Luxury Goods: Zarin, Green Dreams First Paper due by 4 pm (hard copy only)
Week 5 – Imperialism, Colonialism, Slavery
M Feb 13 Imperialism: Wright, p. 63-206
W Feb 15 Colonialism: Wright, p. 63-206
F Feb 17 Slavery: Wright, p. 63-206
Part II – The Contemporary World and the Future
Week 6 - Contemporary Capitalism (a review)
M Feb 20 Durkheim and Marx: Ritzer, Classical Grand Theories Research Proposal Due
W Feb 22 Rationalism & Regulation: Scholte, What Causes Globalization?
F Feb 24 Border Crossing: Bestor, How Sushi Went Global
Week 7 – Economic Theory, Part II
M Feb 27 Transnationalism: Scholte, Globalization and Production
W Mar 1 Microfinance: The Economist, Hidden Wealth of the Poor last day to drop without a grade
F Mar 3 Living in a World Economy: Rivoli, p. 3-57
Week 8 – Economic Restructuring
M Mar 6 IMF and the World Bank: Wright, p. 207-291
W Mar 8 Structural Readjustment: Wright, p. 207-291; Rivoli, p. 61-107
F Mar 10 Off-Shore Processing: Rivoli, p. 61-107
Week 9 – Development and Indigenous Economies in Conflict
M Mar 13 Sustainable Development: Brunel/Brown, Will the World be able to . . .
W Mar 15 Cultural Awareness: Anonymous, The Matter of the Chickens
F Mar 17 “Dogs Snarling,” and more!: Rivoli, p. 111-172 Second Paper due by 4 pm (hard copy only)
*********** Spring Break! March 18 – 26, 2006 Have fun!! *****************
Week 10 – Development and Donor Logic
M Mar 27 Development: Rivoli, p. 175-215
W Mar 29 Development: Rivoli, p. 175-215
F Mar 31 Donor Logic: Specter, What Money Can Buy
Week 11 – Contemporary Warfare, Part I
M Apr 3 Ethnocide: MayburyLewis, Genocide & Ethnic Cleansing
W Apr 5 Civil War: Dunn, Identity, Space & Pol Econ of Conflict
F Apr 7 Regional Wars: Dunn, Identity, Space & Pol Econ of Conflict
Week 12 – Contemporary Warfare, Part II
M Apr 10 Democracy: Erikson, The Politics of Identity
W Apr 12 Terrorism: Peterson et. al, Terrorism, Crime . . . .
F Apr 14 Good Friday: NO CLASS
Week 13 – McDonaldization and “Cultural Imperialism”
M Apr 17 Cultural Goods: http://www.uis.unesco.org/
W Apr 19 “Affluenzia:” Bremer, Driven by Desire
F Apr 21 class cancelled for Society for Economic Anthropology conference
Week 14 – International Human Rights Debates
M Apr 24 Human Rights: Packer, Children of Freetown
W Apr 26 Issues of International Health: con't - Packer, Children of Freetown
F Apr 28 Malaria, HIV, Bird Flu: con't - Specter, What Money Can Buy Last day to drop to course
Week 15 – Group Presentations
M May 1
W May 3
F May 5