Emee. Thanks. And no problem. The syllabus I kicked out is intended to be a template or model, each each Partner is encourage to craft their own that suits their particular objectives. We do want to ensure that our students have enough common readings to effectively interact on the b logs and the group projects. Would love to see your syllabus once its complete to see if there are some that can b e on the core syllabus. Thanks everyone for your hard work. R
Sent from my BlackBerry device from Cincinnati Bell Wireless
-----Original Message-----
From: Emee Vida Estacio <[log in to unmask]>
Sender: The Partners Project <[log in to unmask]>
Date: Wed, 27 Jul 2011 06:37:12
To: [log in to unmask]<[log in to unmask]>
Reply-To: The Partners Project <[log in to unmask]>
Subject: Re: SJS: Gobalization, Human Rights and Social Justice -syllabus
-through first 6 weeks
This is looking good Rodney, thanks for this. I particularly like the
suggestions for the blogs -- very creative!!
My version of the syllabus has a more psychological twist though, hope
that's OK. The weightings for my assessment are also different: weekly
blogs (40%), case study/service learning (60%).
I'm updating my reading list too. I'm required to submit it to our head
of school by Sunday. I'll send you my list as soon as I've finished it.
All the best
Emee
> Dear Partners;
>
> Below you will find the syllabus through week 6. Thanks for suggesting
> the United Nations Site for these resources, it was wonderful. As you can
> see, this particular reading is assessable to all of the Partners as well
> as being available in a language other than English. What we need to do
> to round out this first section is some country specific articles dealing
> with Globalization, I will include these along with some of our original
> material from our Pilot Phase. More later, and keep those resources
> coming this way..
>
> Thanks�r
> The song that lies silent in the heart of a mother sings upon the lips of
> her child.. Kahlil Gibran
>
>
> [cid:image001.jpg@01CC4B9E.A0EA7E20]
>
> Rodney D. Coates
> Professor and Interim Director of Black World Studies
>
>
>
>
> SJS 487: Globalization, Human Rights and Social Justice
� 3 Credit
> Hours
>
>
>
>
>
>
> [cid:image003.jpg@01CC4B9E.A0EA7E20]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 in Webster Groves and Saint Louis 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: Student 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 lectures 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 a
> 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.
> d. Identify and analyze the origins and influences of global forces.
> At its core this course provides students an opportunity to identify,
> analyze and understand the origins and influences of global forces.
> Specifically, students will explore how globalization, human rights and
> social justice are manifested locally by both class readings and
> discussions, but also through weekly blogs, service learning projects
> and/or case studies. Students will also have access not only to a
> variety of material and peers from around the globe, but also lectures
> from faculty from such places as Moscow, Russia, Milan, Italy, Mexico, and
> Lisbon. The topics covered -Globalization, Social Justice and Human
> rights -viewed from the multiple lens provided by this course will allow
> students this unique opportunity to reflect and learn from multiple
> perspectives the varies processes, systems and structures which serve to
> create and maintain, transform or distort various global forces. The
> assignments have been designed to maximize interaction, reflection,
> critical thinking and responsible action on the part of all students. The
> course is designed to maximize participation, enhance learning, and permit
> scholarly exchanges between peers from multiple perspectives, groups,
> nations, cultures, classes, and regions. This course global in structure
> provides, takes both social justice and human rights perspectives to
> investigate such issues as rights for women and children, indigenous
> peoples and migrants, and environmental and mineral rights.
>
>
>
>
>
> 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.
>
> 2. Weekly blog � 20%
> 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 Webster University and beyond, and you should comment on at least one
> non-Webster blog per week. See the below section, �More
information:
> Weekly blogs� for additional information.
>
>
> 3. 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 at Webster
> 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.
>
>
> 4. Social justice involvement at Webster � 15%
> You will be expected to contribute to the Webster community and help make
> our campus more socially aware and responsible. This assignment is a
> fairly open one so that students can explore areas of interest and
> undertake projects that are meaningful to them. Some options may include
> working with Webster�s human rights journal Righting
Wrongs, preparing
> content (such as book reviews and human rights news) for the Institute for
> Human Rights and Humanitarian Studies� website, or
helping organize the
> human rights conference �Women�s Rights
as Human Rights.�
>
> 5. 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 non-Webster
classmates�
> blogs 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).
>
> Weekly Readings:
>
> Global Perspectives
> Week 1: Theme �Globalization and Development
> (source:
> http://www.eclac.cl/cgi-bin/getProd.asp?xml=/publicaciones/xml/0/10030/P10030.xml&xsl=/tpl-i/p9f.xsl&base=/tpl-i/top-bottom.xsl)
>
> [cid:image004.gif@01CC4B9E.A0EA7E20]
>
>
> [cid:image005.gif@01CC4B9E.A0EA7E20]
>
> Cover, index and introduction (pdf, 133
> Kb.)<http://www.eclac.cl/publicaciones/xml/0/10030/Globalization-intro.pdf>
>
>
> [cid:image005.gif@01CC4B9E.A0EA7E20]
>
> Chapter 1 Globalization: a historical and multidimensional perspective
> (pdf, 65
> Kb.)<http://www.eclac.cl/publicaciones/xml/0/10030/Globalization-Chap1.pdf>
>
>
> [cid:image005.gif@01CC4B9E.A0EA7E20]
>
> Chapter 2 The economic dimensions of globalization (pdf, 327
> Kb.)<http://www.eclac.cl/publicaciones/xml/0/10030/Globalization-Chap2.pdf>
>
>
>
> Week 2: Globalization and Development
> [cid:image005.gif@01CC4B9E.A0EA7E20]
>
> Chapter 3 Inequalities and asymmetries in the global order (pdf, 114
> Kb.)<http://www.eclac.cl/publicaciones/xml/0/10030/Globalization-Chap3.pdf>
>
>
>
>
>
>
> [cid:image005.gif@01CC4B9E.A0EA7E20]
>
> Chapter 4 An agenda for the global era (pdf, 160
> Kb.)<http://www.eclac.cl/publicaciones/xml/0/10030/Globalization-Chap4.pdf>
>
>
> Week 3: Globalization and Development
> [cid:image005.gif@01CC4B9E.A0EA7E20]
>
> Chapter 5 External vulnerability and macroeconomic policy (pdf, 242
> Kb.)<http://www.eclac.cl/publicaciones/xml/0/10030/Globalization-Chap5.pdf>
>
> [cid:image005.gif@01CC4B9E.A0EA7E20]
>
> Chapter 7 Strengthening innovation systems and technological development
> (pdf, 144
> Kb.)<http://www.eclac.cl/publicaciones/xml/0/10030/Globalization-Chap7.pdf>
>
>
>
> Week 4: Globalization and Development
> [cid:image005.gif@01CC4B9E.A0EA7E20]
>
> Chapter 8 International migration and globalization (pdf, 179
> Kb.)<http://www.eclac.cl/publicaciones/xml/0/10030/Globalization-Chap8.pdf>
>
>
> [cid:image005.gif@01CC4B9E.A0EA7E20]
>
> Chapter 9 Globalization and environmental sustainability (pdf, 338
> Kb.)<http://www.eclac.cl/publicaciones/xml/0/10030/Globalization-Chap9.pdf>
>
>
>
>
>
> Week 5: Globalization and Development
> [cid:image005.gif@01CC4B9E.A0EA7E20]
>
> Chapter 10 Globalization and social development (pdf, 223
> Kb.)<http://www.eclac.cl/publicaciones/xml/0/10030/Globalization-Chap10.pdf>
>
>
> [cid:image005.gif@01CC4B9E.A0EA7E20]
>
> Chapter 11 The effects of globalization on CARICOM Caribbean economies
> (pdf, 128
> Kb.)<http://www.eclac.cl/publicaciones/xml/0/10030/Globalization-Chap11.pdf>
>
>
> [cid:image005.gif@01CC4B9E.A0EA7E20]
>
> Bibliography (pdf, 149
> Kb.)<http://www.eclac.cl/publicaciones/xml/0/10030/Globalization-biblio.pdf>
>
>
> Week 6: Globalization and Development: Country Examples
>
>
>
>
>
> [cid:image005.gif@01CC4B9E.A0EA7E20]
>
> Chapter 6 The integration of Latin America and the Caribbean in global
> trade and production circuits (pdf, 207
> Kb.)<http://www.eclac.cl/publicaciones/xml/0/10030/Globalization-Chap6.pdf>
>
>
>
========================
Emee Vida Estacio, PhD
School of Psychology
Keele University
Staffordshire
ST5 5BG
United Kingdom
========================
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