Rodney,
I am trying to sync our syllabi, and yours has 2 "Week 10"s -- Oct 22 and Oct 29. Should we just renumber Oct. 29 as Week 11 and the remaining weeks?
Susan
Susan C. Pearce, PhD
Assistant Professor
Department of Sociology
East Carolina University
Brewster 402-A
E. Fifth Street
Greenville, NC 27858
phone: 252-328-2544
[log in to unmask]
"To learn, read. To know, write. To master, teach."
Hindu proverb
________________________________________
From: The Partners Project [[log in to unmask]] on behalf of Coates, Rodney D. Dr. [[log in to unmask]]
Sent: Tuesday, August 14, 2012 9:48 AM
To: [log in to unmask]
Subject: Syllabus -3rd and Final Draft (?)
Dear Partners:
I have altered the syllabus to incorporate the fantastic suggestions from Enzo (thanks Enzo), I have also inserted dates (Based on Miami class schedule) just so we can have a common calendar from which other Partners can sync. Again feel free to modify based upon your individual Pedagogical or other curricular needs. Also note the Important Dates, for our group Projects. We need to make sure that these are indeed synced across all participating institutions. Please see PDF attached or below. While this is intended to be our Final version, I anticipate that there will nevertheless be some minor tweaking as we move forward.
SJS 487: Globalization, Human Rights and Social Justice – 3 Credit Hours
[Description: Description: Description: http://cacina.files.wordpress.com/2010/01/wantpeace.jpg?w=260&h=362]Course Description
This course focuses on the theories, issues, and debates related to promoting social justice and positive change. Students will analyze how current frameworks – including values, assumptions, and actions – maintain the economic, political, and cultural structures shaping our lives. They will also build competencies and skills to transform these structures toward a more just society. This course draws on literature in political science, sociology, and social movements to address sustained efforts to bring about social and political change. Through the use of social networking, students will be expected to regularly interact with students and faculty from partner universities around the world.
Social justice can be understood as a general process of creating sustainable communities of inclusion, diversity, and equity. At the most basic level, it recognizes that social justice projects can have global impacts even when they occur on the local level. Thus, we will investigate how decisions made locally may have global significance. We will look at how the decisions of the individual – such as in how and what they choose to wear, eat, and drive – can have global implications. As we move outward from the local scene, we will see similar concerns about equity, fairness and justice at the national and international levels. We will consider such issues as war and peace, labor and immigration policies, food and health, access and success, technology and innovation, and pollution and economies all have social justice dimensions. As we contemplate these social justice dimensions, we will learn that the world we live in is infinitely interconnected and delicate.
Partner Institutions
Versions of this course are being taught around the world, and we will be learning from and working with students at a variety of partner institutions. In addition to this institution, this course is being offered this semester at universities throughout the United States, Russia, England, Canada, Brazil, West Indies, Mexico, Italy, Portugal, etc. Please see NING for an updated list of partners.
Course Objectives: Students who complete this course should be able to:
a. Develop and exercise the ability to communicate and act respectfully across linguistic and cultural differences. The ability to discuss these and other topics via technology on a global scale will inevitably influence the direction and results of the discussion and learning. This course recognizes the importance of not only communicating but also acting respectfully across both linguistic and cultural differences. This goal underlies all of the readings, discussions and activities that students will participate in as a result of this course. Specifically, students will maintain weekly blogs. The first 3 blogs are specifically geared to understanding Globalization, Human Rights, and Social Justice from not only their own local perspective, but at least one from another Country. Student partners from different locations will be assigned to read and respond to at least 1 different blog entree. These responses will be limited to peers from other country participants. In this way, each student will have written 3 blogs and responded to at least 3 blogs once this set of assignments are complete.
Students will participate in the following activities -Facebook, blogs, service learning, and case studies. Students from 13 Universities -which include universities in Russia, Mexico, Turkey, Lisbon, and Milan - will participate in these activities. In Facebook students will discuss, in a nongraded forum, the issues and content of the course. More specifics are provided by the course blogs. Blogs 1-3 for example provides that all students will discuss globalization, social justice and human rights from the perspective of their own particular country or region. Students are then asked to choose at least one of these blogs to research and respond to. These response blogs must come from a country outside of their own. Thus students in the U.S. must respond to one from either Moscow, Lisbon, etc. and vice versa. In these first blog exercises students will begin discussions across cultures and languages. While all students will be primarily interacting in English, students will be utilizing Google translator to facilitate conversations across language boundaries. These activities will continue throughout the semester. Students will participate in either a case study or a service learning project. These too will allow students to communicate and actively participate across linguistic and cultural differences by providing a means of doing joint (peer to peer) research, collaboration, and activities. In the process students will not only learn to interact but also to respect the differences of others. (See syllabus for the details for these activities and assignments). Finally, students will be actively engaged in a common set of readings which provide for a detailed cross examination of globalization, social justice issues, events, and situations from multiple national, cultural, and linguistic perspectives. Toward this end there will also be a minimum of 4 guest lecturers from the partners. Two of which will come from our international Partners.
b. Explore and understand their place and influence in the changing world. The remainder of the blogs (750-1,000 words) is intentionally designed to assist students to explore and understand their place and influence in the changing world. Specifically, students will respond weekly on the current set of readings (which include such things as children and human rights, immigrant rights, ecological and mineral rights, women’s rights and etc.). In these responses students are asked to view these issues from local, national and international levels. Following each response, students are required to also read and critically reflect upon at least one different blog entrée. (Note: Students must respond to a blog from a peer from a different nation then their own.) As their own blogs will also be responded to by peers, each student will be provided a mirror by which and through which to understand their own place and influence in a changing world.
c. Determine and assess relationships among societies, institutions, and systems in terms of reciprocal – though not necessarily symmetrical – interactions, benefits, and costs: This will be accomplished with the help of a common set of readings which discuss the various institutions, national policies, and systems which create and sustain reciprocal and non-reciprocal interactions. As we discuss issues detailing children's, women's, indigenous, and minority rights, child slavery, and mineral rights we will discuss international entities including the United Nations, Human Rights Watch, and various country foci. Conducting either a case study or service learning team project will provide students the means for understanding the dynamics of these processes. Again, student teams from multiple countries will participate in each of these projects, allowing students to determine and access these relationships among and across societies, institutions and systems. A critical component of this course on Globalization, Social Justice and Human Rights requires students to explore how societies, their institutions interact within reciprocal social systems. For example, students will explore how different national views regarding human rights and social justice directly affect their responses to immigration and labor, minorities and women, children and families. Specifically, one of the major projects that students may choose to participate would be either a Case Study or a Service Learning Project.
Course Requirements
1. Participation – 15%
Attendance and participation are essential parts of this class. Students are expected to participate in meaningful and respectful ways, which means that everyone should (1) keep up with assigned readings, (2) get involved in class discussions, (3) be open to other viewpoints and ideas, and (4) focus on class by putting away all laptops/cell phones/other gadgets. Your participation grade will reflect your involvement in class discussions, attendance, and preparation of occasional (short) homework assignments.
1. Weekly blog – 35%
You are expected to write a weekly blog (500-750 words per post) that directly relates to the assigned readings. Blogs must by posted by Monday at midnight. You are also encouraged to read your classmates’ blogs, from your university and beyond, and you should comment on at least one blog from a university other than your own each week. See the below section, “More information: Weekly blogs” for additional information.
1. Service learning OR case study (choose one option) – 30%
Current globalization, social justice, and human rights theories and concepts will be applied to an actual case study or service learning project, which students will collaborate on across universities. Students will develop a better understanding of the interrelationship between theory and practice and critically reflect upon their roles in furthering globalization.
All students will be assigned to a group consisting of 4-6 members. These groups will consist of no more than 2 students from each participating institution – most of your group members will not be students from your university! These groups will be assigned to develop a cohesive, integrated and critical response to a case study or service learning project. See the below section, “More information: Service learning OR case study project” for additional information.
1. Final examination – 20%
The final exam will cover materials from throughout the semester, including readings and lectures. The test may include multiple choice, matching, short answer, and essay questions.
More information: Weekly blogs
What should I write? Here are some suggestions for your blog posts:
1. Main or key sections. Choose a section that you found to be most interesting, or most troubling, or most challenging for you. Write a brief discussion of why you found this to be a main or key section. Why did you identify it? Explain what about this section caught your attention.
2. Key quotes. Choose any three quotes that you feel are especially important in the readings and explain why they are significant.
3. Editorialize the readings. Take a position regarding the selected readings that you feel to be especially significant. Write an editorial either supporting or rejecting the value premises, intellectual orientation, or positive taken by the author.
4. It’s just wrong! Do you feel that the perspective taken or the issue itself is just wrong? Reflect on why you feel this way. Write an alternative perspective which will either suggest alternative ways of approaching this issue or suggest potential solutions for resolving a problem.
5. A letter to the President. Write your blog post for the week as if you were writing a letter to the President of the United States, the governor, a Chief Executive Officer (CEO) of a major corporation, or another decision maker. Comment on the social justice issues you’ve observed or been engaged in, using the material from the readings.
6. Blog potpourri. A blog “potpourri” is a collection of annotated links on a particular topic. Try to find blogs or Web sites that address a topic relevant to the selected readings and write brief explanations on why these links are significant.
7. Critical assessment of readings. Demonstrate your critical thinking and reflective abilities by evaluating the selected readings. Explain any biases, lapses in logic, faulty assumptions, lack of data, or analytical problems that you may observe. Alternatively, explain how effectively the author(s) utilized, organized, and analyzed their subject matter. If you were to rewrite this selection, how could you improve this work?
8. Better solutions. Identify the solutions either implied or provided by the author(s). Write an alternative set of solutions for the particular social justice issue and explain the reasons why your solutions are better than those provided.
9. Current event. If something we’re reading about is relevant to the cultural, social, or political scene today, write a post in which you connect the reading with current events.
Requirements for the blog
1. Write weekly blog entries of approximately 500-750 words each. Write at least one blog post per week (excluding exam weeks and breaks – see course schedule).
2. Post your blog by Monday at midnight. You don’t need to wait until Monday – you can post any time during the week. Blogs should directly relate to that week’s assigned readings. Keep in mind that Web sites and Internet connections sometimes fail – don’t wait until the last minute!
3. Respond to at least one of your peer classmates’ blogs from an institution other than your own each week. You don’t have to respond to the same blog each week, and keep in mind that you may have to a get a free username to other sites in order to view all blogs. Comments for a week’s posts are due by Monday at 9 p.m. of the following week. (For example: If you are commenting on blogs from Week 3, your comment is due on the Monday ending Week 4.) You will be asked to log and submit your comments.
More information: Service learning OR case study project
Students will choose to either work on a service learning project or a case study project. No more than 6 members will make up each group, and no more than 3 specific members will come from any given school. Therefore, each group will be comprised of at least 2 partner institutions. Target dates will be established to coordinate the specifics activities of each project. In addition to students keeping reflective journals, students will also participate in weekly group planning discussions.
* Service learning option: Students will collaboratively participate in a minimum of 10 hours of volunteer service and will write a group reflection paper connecting their service experience to course material. Specifically, the service learning projects aims to provide students with an opportunity to explore course material in real world experiences. Students will individually write reflective journal entries pertaining to the projects, their efforts, course readings and discussions.
* Case study option: Alternatively, students may opt to work on a group case study. Student groups will investigate globalization, human rights, and social justice from a particular country or region. Students will collaboratively participate to research and write a group reflection paper connecting their research to course material. Specifically, the case study projects aims to provide students with an opportunity to explore course material through real world experiences and data. Students will individually write reflective journal entries pertaining to the projects, their efforts, course readings and discussions. You may want to consider swapping country research to better understand how different countries view each other (ex: American students research Russia, while Russian students research the United States on a particular issue).
Important Deadlines:
Oct 5 – Student propose topics by posting them online, or else by joining a topic group proposed by someone else
Oct 12 – Groups are finalized by your Professor, if groups are not complete already
Oct 19 – Topics are finalized by discussion within the group – what to study and how the various schools / students will study it
Oct 26 – Students identify their own particular research site; students also identify literature informative for their research
Nov 2 – Project design complete by the group – at this point, everything should be prepared for realizing the project, i.e., the overall structure will be drafted, literature (at least preliminary)will be found, locations and concrete partners will be identified, etc. This marks the start of the fieldwork or research by students, if not already so.
Nov 16 – Intermediate report on the project
Dec 5 – Final report on the project launched on the web and presented in the universities.
Syllabus and Readings
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Week 1 beginning Aug 20th: Theme –Introduction to Globalization.
Day 1: Class orientation, expectations, and discussions.
View:
Moral Limits of Markets, at:
http://www.youtube.com/watch?v=1q7_BeEEDVE
Day 2: What is Globalization?
Readings:
Globalization Development and Democracy<http://yaleglobal.yale.edu/sites/default/files/pdf/ocampo.pdf>
José Antonio Ocampo
Items and Issues, Vol. 5, No.3
Globalization's path is largely determined by policy decisions
Week 2 beginning Aug 27: Globalization and National governments
Day 1: History of Globalization
Readings:
Chapter 1 Globalization: a historical and multidimensional perspective (pdf, 65 Kb.)<http://www.eclac.cl/publicaciones/xml/0/10030/Globalization-Chap1.pdf>
Day 2: How Globalization affects us all
Readings: Peter H. Lindert and Jeffrey G. Gilliamson, 2003. “Does Globalization Make the World More Unequal, in Globalization in Historical Perspective edited by Michael D. Bordo, Alan M. Taylor, and Jeffrey G. Williamson. accessed on line at:
Does Globalization Make the World More Unequal?<http://www.google.com/url?sa=t&rct=j&q=globalization%20history&source=web&cd=50&ved=0CGMQFjAJOCg&url=http%3A%2F%2Fwww.nber.org%2Fchapters%2Fc9590.pdf&ei=j5ImUPbMDMyJ6wHs4IG4Aw&usg=AFQjCNEnwrmpRZxeCa32plDEzcmTYlTJ5g&cad=rja>
www.nber.org/chapters/c9590.pdf
Week 3 beginning September 3: Globalization, National Governments and Economics
Readings: first 42 pages day one, day two rest.
After the Fall: The Future of Global Cooperation<http://www.voxeu.org/sites/default/files/Geneva14.pdf>
Jeffry A. Frieden, Michael Pettis, Dani Rodrik, Ernesto Zedillo
Vox/14th Geneva Report, 26 Jul 2012
Pgs. 1-83:
Week 4 beginning September 10: Globalization, Gender and Class
Day 1: Gender Inequality
Readings: The World Development Report 2012: Gender Equality and Development<http://www.ideaswebsite.org/featart/oct2011/Shahra_Razavi.pdf>
Shahra Razavi United Nations Research Institute for Social Development, 5 October 2011
Day 2: Globalization and Income Inequality
Readings:
Growing Income Inequality in OECD Countries: What Drives it and How Can Policy Tackle it? Forum, Paris, 2 May 2011
http://www.oecd.org/els/socialpoliciesanddata/47723414.pdf
Week 5 beginning September 17: Globalization, ethnicity and conflict
Day 1:
Readings: Susan Olzak 2011. “Does Globalization Breed Ethnic Discontent/” Journal of Conflict Resolution, 55 (1) 3-32.
Journal of Conflict Resolution<http://www.google.com/url?sa=t&rct=j&q=globalization%20and%20ethnicity&source=web&cd=23&ved=0CEcQFjACOBQ&url=http%3A%2F%2Fwww.polsci.wvu.edu%2Ffaculty%2Fhauser%2FSummer2011InternalConflict%2FOlzakGlobalizationDiscontentJCR2011.pdf&ei=9B0lUPuyC6ag6QHg-4DICg&usg=AFQjCNF_Fn4u3U0PtheuKZFvjtxbCH00mg&cad=rja>
www.polsci.wvu.edu/.../OlzakGlobalizationDiscontentJCR2011.pdf<http://www.polsci.wvu.edu/.../OlzakGlobalizationDiscontentJCR2011.pdf>
Day 2:
Watch Video: The Myths of Globalization: Markets, Democracy, and Ethnic Hatred –interview with Amy Chua
Video: http://www.uctv.tv/shows/The-Myths-of-Globalization-Markets-Democracy-and-Ethnic-Hatred-with-Amy-Chua-Conversations-with-History-8639
Week 6 beginning September 24: Understanding Human Rights
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Day 1: Readings:
Amartya Sen, 2004. “Elements of a Theory of Human Rights” Philosophy and Public Affairs, Fall 32 (4). 42 pgs. on line access at:
Elements of a Theory of Human Rights - MIT<http://www.google.com/url?sa=t&rct=j&q=elements%20of%20a%20theory%20on%20human%20rights&source=web&cd=1&ved=0CEQQFjAA&url=http%3A%2F%2Fwww.mit.edu%2F%7Eshaslang%2Fmprg%2FasenETHR.pdf&ei=gyAlUOCfGonr6wHzgYGAAw&usg=AFQjCNEi5AJT_4ialGZy7lWub1MW_q6ucA&cad=rja>
www.mit.edu/~shaslang/mprg/asenETHR.pdf
Day 2: Readings:
Andrew Moravcsik, 2000. “The Origins of Human Rights Regimes” International Organization, 54, 2: 217-252. Accessed on line at:
The Origins of Human Rights Regimes ... - Princeton University<http://www.google.com/url?sa=t&rct=j&q=the%20origens%20of%20human%20rights%20regimes&source=web&cd=1&ved=0CFMQFjAA&url=http%3A%2F%2Fwww.princeton.edu%2F%7Eamoravcs%2Flibrary%2Forigins.pdf&ei=EiUlUMbEIoeP7AGx2YGICA&usg=AFQjCNE4cz5cFi0WI5PKWL2x-fu-MaZFAA&cad=rja>
www.princeton.edu/~amoravcs/library/origins.pdf<http://www.princeton.edu/~amoravcs/library/origins.pdf>
Week 7 beginning October 1: Corporate Social Responsibility
Day 1: Responsibility and Reality: Lessons from the Real World
T. M. Devinney, 2004. “Is Socially Responsible Corporation a Myth: The Good, the Bad and the Ugly of Corporate Social Responsibility?”
Accessed on line at:
FROMTHEEDITORS Is the Socially Responsible Corporation a Myth?<http://www.google.com/url?sa=t&rct=j&q=corporate%20social%20responsibility%20the%20good%20the%20bad%20and%20the%20ugly%20pdf&source=web&cd=1&ved=0CEQQFjAA&url=http%3A%2F%2Fjournals.aomonline.org%2Famp%2Fsamplearticles%2FMay%252009%2520Corp%2520Social%2520Resp%2520by%2520Devinney.pdf&ei=fiYlUNmJA8rI6wGFsICQCA&usg=AFQjCNGXNxmms8WoYs2HR4_IAxLCCsTTOA&cad=rja>
http://journals.aomonline.org/amp/samplearticles/May%2009%20Corp%20Social%20Resp%20by%20Devinney.pdf
Day 2: Corporate Responsibility and the Bottom Line
E. Van de Velde and W. Vermeir, 2005. “Corporate Social Responsibility and Financial Performance” Corporate Governance, Vol. 5, No. 3, 129-138.
Accessed on line at:
http://www.eabis.org/uploads/media/VanDeVelde_Vermeir_Corten_CSR_and_financial_performance.pdf
Week 8 beginning October 8: Economic Globalization and Development (setting up the debate)
Day 1: Wolf, Martin “Why Globalization Works video
http://www.youtube.com/watch?v=cPa1aYu02N8
Supplemental:
Wolf, Martin. 2004. Chapter 1 “The Magic of the Market.” In Why Globalization Works. New Haven: Yale University Press. Chapter 1. (Available on library reserve)
Day 2: Chanda, Nayan. 2008. “Runaway Globalization Without Governance.” Global Governance 14(2):119–125.
Accessed http://www.fairplanet.ca/media/globalization.pdfon line at:
Week 9 beginning October 15: Globalization and Development Continued
Day 1: United Nations Conference on Trade and Development (UNCTAD). 2010. “Overview” in Trade and Development Report 2010, i-xiii. Geneva: UNCTAD. Available at: http://www.unctad.org/en/docs/tdr2010overview_en.pdf [13]
Day 2: Stiglitz, Joseph. 2008. Chapter 1 “Another World is Possible.” In Making Globalization Work, 3-25.
Accessed on line at: http://international.sp.nl/publications/enough/chapter12.stm
Week 10 beginning October 22: Agenda for a Global Era:
Day 1:
ECLAC. 2002. “Chapter 4: An Agenda for the Global Era.” in Globalization and Development, 95-126. Santiago, Chile: ECLAC. Available at: http://www.eclac.cl/publicaciones/xml/0/10030/Globalization-Chap4.pdf
Day 2:
Birdsall, Nancy. 2007. “Globalization and Inequality.” Center for Global Development. Available at: http://www.youtube.com/watch?v=yhmv5haDRAo
Week 10 beginning October 29: Human Rights and Indigenous Peoples
Day 1: Indigenous Rights in the South and North
Declaration on the Rights of Indigenous Peoples. Available at: http://www.un.org/esa/socdev/unpfii/en/declaration.html
UN Permanent Forum on Indigenous Issues<http://www.un.org/esa/socdev/pfii> (UNPFII). 2011. “About the UNPFII and a Brief History of Indigenous Peoples and the International System.” Available at: http://www.un.org/esa/socdev/unpfii/en/history.html
Day 2:
Stavenhagen, Rodolfo. 2002. “Report of the Special Rapporteur on the Situation of Human Rights and Fundamental Freedoms of Indigenous People.” Geneva: Human Rights Council. Document A/HRC/4/32. Available at: http://www2.ohchr.org/english/issues/indigenous/rapporteur/annualreports.htm
Suplemental: “Traditional Ecological Knowledge and Sustainable Development: Towards Coexistence.” In Mario Blaser, Harvey A. Feit, and Glenn McRae, editors, In the Way of Development: Indigenous Peoples, Life Projects and Globalization. Ottawa: IDRC/Zed Books, 52-91. Book can be downloaded at: http://publicwebsite.idrc.ca/EN/Resources/Publications/Pages/IDRCBookDetails.aspx?PublicationID=201
Blaser, Mario. 2004. “'Way of Life’ or 'Who Decides’ Development, Paraguayan Indigenism and the Yshiro People's Life Projects” and McGregor, Deborah. 2004.
Week 11 beginning November 5: Human Rights and Women
Day 1:
Maran, Rita. 2011. Human Rights of Women: A Reference Guide to Official United Nations Documents. Available at: http://www1.umn.edu/humanrts/instree/women/engl-wmn.html
Bunch, Charlotte. 1990. “Women's Rights as Human Rights: Toward a Re-Vision of Human Rights.” Human Rights Quarterly 12(4): 486-498.
Accessed on line at: http://digilib.bc.edu/reserves/sw983/bunch983.pdf
Sassen, Saskia. 2002. “Women's Burden: Counter-Geographies of Globalization and the Feminization of Survival.” Nordic Journal of International Law 71(2) 255-274.
Accessed on line at: http://www.saskiasassen.com/PDFs/womensburden.2000.pdf
Day 2:
Brady, David, and Denise Kalla. 2008. “Nearly Universal, But Somewhat Distinct: The Feminization of Poverty in Affluent Western Democracies, 1969–2000.” Social Science Research 37(3): 976-1007. Accessed on line at: http://www.soc.duke.edu/~brady/web/SSR07.pdf
Week 12 beginning November 12: Human Rights, Immigration and Discrimination
Day 1
Global discrimination of migrants:
Human Right Watch 2010, “Rights on the Line. Human Rights Watch on Abuses Against Migrants in 2010”
http://www.hrw.org/sites/default/files/reports/wrd1210webwcover.pdf
Day 2:
Discrimination in Europe:
Andreas Zick, Beate Küpper, Andreas Hövermann 2011, “Intolerance, Prejudice and Discrimination. A European Report”
on line access at:
http://library.fes.de/pdf-files/do/07908-20110311.pdf
Week 13 beginning November 19: Human Rights and Children
Child Rights
Background:
United Nations Convention on the Human Rights of Children. Available at: http://www2.ohchr.org/english/law/crc.htm
Day 1: United Nations Children Fund (UNICEF). 2011. “Understanding the Convention on the Rights of the Child.” New York: UNICEF. Available at: http://www.unicef.org/crc/index_understanding.html
Evans, Robert. 2011. “Over 100 Million Children in Dangerous Jobs.” In CommonDreams.org. Available at: http://www.commondreams.org/headline/2011/06/11-1
Day 2: Kent, George. 2006. “Children as Victims of Structural Violence.” Societies Without Borders 1(1): 53-67. Available at: http://societieswithoutborders.org/
Week 14 beginning November 19: Social Justice and Sustainability
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Day 1: Defining Social Justice and Sustainability
Day 1: Defining Social Justice
http://www.guardian.co.uk/world/2002/oct/31/globalisation.simonjeffery
http://www.guardian.co.uk/world/globalisation
Day 2 (US only Thanksgiving Holiday break)
Day 2: Social Innovation through Corporate Social Responsibility
http://www.youtube.com/watch?v=bJZPyWF0IBU&feature=player_embedded#t=0s
Week 15 beginning November 26: Human Rights and Inequality
Background Readings:
The Universal Declaration of Human Rights – 1948:
http://www.un.org/events/humanrights/2007/hrphotos/declaration%20_eng.pdf
Day 1: Human Rights, Globalization, and Inequality
E. M. Hafner-Burton and Kiyoteru Tsutsui, 2005. “Human Rights in a Globalizing World: The Paradox of Empty Promises, American Journal of Sociology, Vol. 110 (5) pgs. 137301411. Accessed on line at:
Human Rights in a Globalizing World: The Paradox of Empty ...<http://www.google.com/url?sa=t&rct=j&q=human%20rights%20in%20a%20globalizing%20world&source=web&cd=1&ved=0CEEQFjAA&url=https%3A%2F%2Fumdrive.memphis.edu%2Frblanton%2Fpublic%2FPOLS_7508_Fall_2009%2Fhafner_paradox.pdf&ei=zyIlUPiCNaja6wGG44GYBg&usg=AFQjCNFWQfYkNUzFP0e8j1lTX214ABk8MQ&cad=rja>
https://umdrive.memphis.edu/rblanton/...Fall.../hafner_paradox.pdf
Day 2: World Poverty and Human Rights
Readings:
Thomas Pogge, 2005. “World Poverty and Human Rights” Ethnics and International Affairs, Vol. 19, No 1
Accessed on Line at:
http://www.carnegiecouncil.org/publications/journal/19_1/symposium/5109.html/_res/id=sa_File1/5109_eia19-1_pogge01.pdf
Watch Video:
Birdsall, Nancy. 2007. “Globalization and Inequality.” Center for Global Development. Available at: http://www.youtube.com/watch?v=yhmv5haDRAo
Week 16 beginning December 3: Final Presentations, Course Wrap up and Prepare for final
Day 1 and Day 2 Class Projects Presentations
To Live With Dignity is to build a new world
http://www.cipamericas.org/archives/5041
For more of my work please check me out at -
http://redroom.com/member/rodney-d-coates
The song that lies silent in the heart of a mother sings upon the lips of her child..
Kahlil Gibran
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Rodney D. Coates
Professor and Interim Director of Black World Studies
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