Dear Rodney,
Thank you for the program. This year we are trying to engage more in the
joint initiatives and personally I am very happy to participate.
For now I have couple of questions -
When does blogging end? Yo mention it starts after 25 September.
Who is leading joint projects?
Also, we have a very intense but short semester, I will have to resume
by the end of October. Would it be possible that Russian students will
do only Question 1 - by 20 October?
Also, just as idea, and perhaps because of the time difference, it might
be possible only with the Italian colleagues. So, Enzo, this is a
question for you. Maybe we can have skype-bridge among two classes,
where students can meet each other in real time and attend each other
class.
Best regards,
Ksenia
On 2015-08-26 17:56, Coates, Rodney wrote:
> As we move forward..and as is our custom..below you will find the
> first 3rd of a suggested syllabus. Again, it is a suggestion not a
> requirement. For those that have been with us a bit you will notice
> that the readings have been trimmed down to allow for more in-class
> discussions. This was done based upon feedback over the years. Let's
> see if it works. Also, the Blogs have been tweaked a bit, where
> students are encouraged to not only critically reflect on the readings
> and discussions, but to do so within the context of current events.
> Toward that end, they are being asked to identify no less than 3 news
> articles (available over the internet) that deal with that week's
> readings and class discussions. At least 2 of these must come from a
> country different than their own.
>
> 1st third of syllabus draft. (More within next couple of days)..
>
> SJS 487: GLOBALIZATION, HUMAN RIGHTS AND SOCIAL JUSTICE – 3 CREDIT
> HOURS
>
> 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 THAT IN MANY WAYS PERPETUATE SOCIAL INEQUITIES. YOU 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 PERSPECTIVES INFORMS THIS COURSE. 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 RUSSIA, ITALY AND
> THE UNITED STATES PLEASE SEE NING FOR AN UPDATED LIST OF PARTNERS.
>
> HTTP://GLOBALIZATIONANDHUMANRIGHTS.NING.COM/ [1]
>
> 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.
>
> STUDENTS WILL PARTICIPATE IN THE FOLLOWING ACTIVITIES – IN CLASS
> DISCUSSIONS, BLOGS, AND JOINT GROUP WRITING PROJECTS. STUDENTS FROM A
> DIVERSE GROUP OF UNIVERSITIES WILL PARTICIPATE IN THESE ACTIVITIES.
> MORE SPECIFICS ARE PROVIDED BY THE COURSE BLOGS. STUDENTS WILL BE
> ASKED TO RESPOND TO WEEKLY FEATURED BLOGS FROM EACH UNIVERSITY. THESE
> RESPONSE BLOGS MUST COME FROM A COUNTRY OUTSIDE OF THEIR OWN. IN
> THESE FIRST BLOG EXERCISES STUDENTS WILL BEGIN DISCUSSIONS ACROSS
> CULTURES AND LANGUAGES. THESE ACTIVITIES WILL CONTINUE THROUGHOUT THE
> SEMESTER. STUDENTS WILL PARTICIPATE IN A GROUP WRITING PROJECT. 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 ACTIVELY
> ENGAGE IN A COMMON SET OF READINGS WHICH PROVIDE A DETAILED CROSS
> CULTURAL/NATIONAL EXAMINATION OF GLOBALIZATION, SOCIAL JUSTICE ISSUES,
> EVENTS, AND SITUATIONS FROM MULTIPLE PERSPECTIVES.
>
> _B. _ EXPLORE AND UNDERSTAND THEIR PLACE AND INFLUENCE IN THE
> CHANGING WORLD. ALL OF THE BLOGS ARE 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/UNIVERSITY THEN THEIR OWN. HIGHEST POINTS GIVEN FOR RESPONDING
> TO DIFFERENT NATION. ) 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. THIS OBJECTIVE IS OPERATIONALIZED IN
> BOTH THE WEEKLY BLOGS, BUT PARTICULARLY WITH THE ACCOMPLISHMENT OF THE
> GROUP WRITING ASSIGNMENT. SPECIFICALLY, 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.
>
> ATTENDANCE POLICY:
>
> WHENEVER A STUDENT IS ABSENT FROM CLASS TO SUCH AN EXTENT AS TO MAKE
> THE STUDENT’S WORK INEFFICIENT OR TO IMPAIR THE MORALE OF THE CLASS,
> THE INSTRUCTOR MAY DIRECT THE OFFICE OF THE REGISTRAR TO DROP THE
> STUDENT. DURING THE FIRST 20 PERCENT OF THE COURSE NO GRADE WILL BE
> RECORDED; AFTER THE FIRST 20 PERCENT IS COMPLETED BUT BEFORE 60
> PERCENT OF THE COURSE IS COMPLETED, A GRADE OF W WILL BE RECORDED.
> AFTER 60 PERCENT OF THE COURSE IS COMPLETED, A GRADE OF F WILL BE
> RECORDED. THE INSTRUCTOR SHALL NOTIFY THE STUDENT OF THIS ACTION NO
> LATER THAN THE TIME HE OR SHE NOTIFIES THE OFFICE OF THE REGISTRAR
> (SEE ACADEMIC CALENDAR FOR SPECIFIC DATES).
>
> DISCUSSION QUESTIONS:
>
> STUDENTS SHOULD COME TO CLASS READY TO ENGAGE. TOWARD THAT END, ALL
> STUDENTS WILL BE REQUIRED TO SUBMIT A DISCUSSION QUESTION NO LATER
> THAN 12 MIDNIGHT PRIOR TO EACH CLASS DATE. THESE WILL BE POSTED ON
> THE CLASS FORUMS TAB ON NIIHKA SITE AS INDICATED. NOTE: YOUR
> DISCUSSION QUESTIONS SHOULD CENTER ON THE ACTUAL READINGS AND NOT THE
> INTRODUCTIONS. WHILE QUESTIONS FROM THE INTRODUCTIONS FOR EACH
> SECTION MAY BE POSED, YOU WILL ONLY RECEIVE CREDIT FOR THOSE COMING
> FROM THE ACTUAL READINGS. QUESTIONS SUBMITTED BY STUDENTS THAT ARE
> SUBSTANTIALLY THE SAME WILL COUNT ON A FIRST COME, FIRST GRADED BASIS.
> THAT IS TO SAY, ONLY THE FIRST OF ANY QUESTION WILL BE COUNTED FOR
> THE DISCUSSION CREDIT. THESE SHOULD RANGE FROM 250-300 WORDS EACH.
>
>
> GRADE CALCULATION
>
> RESPONSE TO FEATURED BLOG 15 %
>
> WEEKLY BLOG 30%
>
> JOINT WRITING PROJECT 30%
>
> CLASS DISCUSSION 20%
>
> ATTENDANCE 05%
>
> IF YOU GRADE FALLS BELOW A B YOU WILL BE REQUIRED TO TAKE A MIDTERM
> AND/OR FINAL EXAMINATION. IF THAT IS THE CASE THEN YOUR GRADE WILL BE
> DETERMINED BY THE FOLLOWING CALCULATION.
>
> FEATURED BLOG 20 %
>
> WEEKLY BLOG RESPONSES 20%
>
> ATTENDANCE/DISCUSSION - 10%
>
> JOINT GROUP PROJECT - 20%
>
> MIDTERM 15 %
>
> FINAL EXAMINATION 15%
>
> BLOGS
>
> YOU ARE REQUIRED TO WRITE A WEEKLY BLOG. THIS BLOG SHOULD CRITICALLY
> REFLECT ON THE MATERIAL DISCUSSED AND READ FOR THAT WEEK. THIS IS,
> HOWEVER MORE THAN JUST A SIMPLE SUMMARY OF THE MATERIAL. FOR THIS YOU
> ARE TO IDENTIFY AT LEAST 3 NEWS ARTICLES THAT EXPLICITLY DEAL WITH
> SOME ASPECT OF THE WEEK DISCUSSIONS OR READINGS. ONLY ONE OF THESE
> NEWS ARTICLES CAN COME FROM THE U.S. YOUR CRITICAL REFLECTION OF THE
> CLASS MATERIAL WILL USE THESE ARTICLES AS A MEANS BY WHICH YOU
> EXPLORE, EVALUATE AND UTILIZE THE MATERIAL PRESENTED.
>
> YOU ARE REQUIRED TO RESPOND TO AT LEAST ONE FEATURED BLOG PER 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
> SUNDAY BY 11:59 PM. EACH WEEK. THESE WILL BE POSTED ON OUR NING SITE.
> THEY SHOULD BE A MINIMUM OF 500-700 WORDS, AND CRITICALLY REFLECT ON
> NOT ONLY THE BLOG BUT RELEVANT CLASS MATERIAL. (NOTE: THESE WILL NOT
> START TILL SEPT 25.)
>
> _ _
>
> JOINT PROJECT
>
> YOU WILL BE ASSIGNED TO WORK WITH AN INTERNATIONAL TEAM EXPLORING A
> SPECIFIC ISSUE/PROBLEM WITH GLOBAL, SOCIAL JUSTICE AND HUMAN RIGHTS
> IMPLICATIONS. THIS PROJECT IS INTENDED TO BE A BRIEFING PAPER WHICH
> EXPLORES THE PROBLEM (HISTORICALLY, ACROSS VARIOUS NATIONAL/CULTURAL
> AND DISCIPLINARY BOUNDARIES) AND PROPOSES SUSTAINABLE SOLUTIONS WHICH
> CRITICALLY REFLECTS AND OPERATIONALIZES THIS COURSE CONTENTS.
>
> IMPORTANT DEADLINES:
>
> WEEK BEGINNING
>
> TASK
>
> 3 OCT
>
> GROUPS ASSIGNED
>
> 20 OCT
>
> FIRST QUESTION ANSWERED
>
> 17 NOV.
>
> SECOND QUESTION ANSWERED
>
> 8 DEC.
>
> THIRD QUESTION ANSWERED
>
> SYLLABUS AND READINGS: (NOTE: DATES INDICATE BEGINNING OF WEEK)
>
> AUG. 24/26TH: THEME –INTRODUCTION TO GLOBALIZATION, SOCIAL JUSTICE
> AND HUMAN RIGHTS.
>
> · DAY 1: CLASS ORIENTATION, EXPECTATIONS, AND DISCUSSIONS.
>
> · DAY 2: DISCUSS STUDENT REFLECTIONS
>
> AUGUST 31/SEPT 2ND: WHAT IS GLOBALIZATION?
>
> DAY 1: WHAT IS GLOBALIZATION?
>
> · READINGS: MANFRED B. STEGER, CHAPTER ONE, “GLOBALIZATION: A
> CONTESTED CONCEPT”
>
> o
> HTTP://WWW.CALEDONIANBLOGS.NET/MLLS406/FILES/2009/09/STEGER-CH1-2.PDF
> [2]
>
> · READINGS: Mike Collins, “The Pros and Cons of
> Globalization”
>
> o [3]
> HTTP://WWW.FORBES.COM/SITES/MIKECOLLINS/2015/05/06/THE-PROS-AND-CONS-OF-GLOBALIZATION/
> [4]
>
> · READINGS: Robert I. Lerman and Stephanie R. Schmidt “An
> Overview of Economic, Social and Democratic Trends Affecting the U.S.
> Labor Market”
>
> o
> http://www.dol.gov/oasam/programs/history/herman/reports/futurework/conference/trends/trendsVI.htm
> [5]
>
> DAY 2: DISCUSS STUDENT REFLECTIONS
>
> SEPT 7/9TH GLOBALIZATION, GENDER AND CLASS
>
> DAY 1: GENDER INEQUALITY
>
> · READINGS: J. AKER “GENDER AND CAPITALISM”
>
> o HTTP://FACULTY.MAXWELL.SYR.EDU/MDEVAULT/CRITICAL%20SOC.NOV.03.PDF
> [6]
>
> · READINGS: WORLD BANK: GLOBALIZATION’S IMPACT ON GENDER
> EQUALITY
>
> o
> HTTP://SITERESOURCES.WORLDBANK.ORG/INTWDR2012/RESOURCES/7778105-1299699968583/7786210-1315936222006/CHAPTER-6.PDF
> [7]
>
> · DAY 2: DISCUSS STUDENT REFLECTIONS
>
> SEPTEMBER 17/19TH INCOME INEQUALITY
>
> DAY 1: GLOBALIZATION AND INCOME INEQUALITY
>
> · READINGS: STEVEN J. MARKOWITZ: THE INCOME INEQUALITY DEBATE
>
> o HTTP://WWW.CFR.ORG/UNITED-STATES/INCOME-INEQUALITY-DEBATE/P29052
> [8]
>
> · READINGS: DIETER BRAEUNIGER: “HAS GLOBALIZATION DEEPENED
> INEQUALITY?”
>
> o
> HTTP://YALEGLOBAL.YALE.EDU/CONTENT/HAS-GLOBALIZATION-DEEPENED-INEQUALITY
> [9]
>
> DAY 2: DISCUSS STUDENT REFLECTIONS
>
> SEPTEMBER 24/26TH ETHNIC CONFLICT
>
> DAY 1: GLOBALIZATION AND ETHNIC CONFLICT
>
> · READINGS: BEVERLY CRAWFORD: “GLOBALIZATION AND CULTURAL
> CONFLICT: AN INSTITUTIONAL APPROACH
>
> o
> HTTP://BEV.BERKELEY.EDU/IPE/READINGS/BEVERLY_JAN_06_EDIT_WORLD_CULTURES.PDF
> [10]
>
> · READINGS: SUSAN OLZAK “DOES GLOBALIZATION BREED ETHNIC
> DISCONTENT?”
>
> o HTTP://JCR.SAGEPUB.COM/CONTENT/55/1/3.FULL.PDF+HTML [11]
>
> DAY 2: DISCUSS STUDENT REFLECTIONS
>
> --
>
> _ __"ONLY WHEN THE LAST TREE HAS DIED AND THE LAST RIVER BEEN POISONED
> AND __THE LAST FISH BEEN CAUGHT WILL WE REALIZE WE CANNOT EAT MONEY."
> --NINETEENTH CENTURY NĒHILAWĒ (CREE) PROVERB_
>
> _ “A TRUE BELIEVER IS ONE WHO DOES NOT HURT OTHERS WITH HIS
> THOUGHTS, WORDS OR ACTIONS.” (PROPHET MUHAMMAD)_
>
> _THE SONG THAT LIES SILENT IN THE HEART OF A MOTHER SINGS UPON THE
> LIPS OF HER CHILD..KAHLIL GIBRAN_
>
> Rodney D. Coates
> Professor of GLOBAL AND INTERCULTURAL STUDIES
> INTERIM DIRECTOR OF BLACK WORLD STUDIES
>
>
> Links:
> ------
> [1] http://globalizationandhumanrights.ning.com/
> [2]
> http://www.caledonianblogs.net/mlls406/files/2009/09/Steger-Ch1-2.pdf
> [3]
> http://smpsebastiao.files.wordpress.com/2010/09/globalization__a_very_short_introduction__very_short_introductions_.pdf
> [4]
> http://www.forbes.com/sites/mikecollins/2015/05/06/the-pros-and-cons-of-globalization/
> [5]
> http://www.dol.gov/oasam/programs/history/herman/reports/futurework/conference/trends/trendsVI.htm
> [6] http://faculty.maxwell.syr.edu/mdevault/Critical%20Soc.Nov.03.pdf
> [7]
> http://siteresources.worldbank.org/INTWDR2012/Resources/7778105-1299699968583/7786210-1315936222006/chapter-6.pdf
> [8] http://www.cfr.org/united-states/income-inequality-debate/p29052
> [9]
> http://yaleglobal.yale.edu/content/has-globalization-deepened-inequality
> [10]
> http://bev.berkeley.edu/ipe/readings/Beverly_Jan_06_edit_World_Cultures.pdf
> [11] http://jcr.sagepub.com/content/55/1/3.full.pdf+html
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