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This 8 page Class Notes was uploaded by Keyanna Alexander on Friday January 22, 2016. The Class Notes belongs to GLST 1000 at North Carolina Central University taught by Dr. Joshua Nadel in Spring 2016. Since its upload, it has received 66 views. For similar materials see Global Experience in History at North Carolina Central University.
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Date Created: 01/22/16
GLST 1000-02H: The Global Experience Spring 2016 MWF, 12-12:50 Edmonds Classroom Building, 203 Instructor: Dr. Joshua Nadel Office: ECB 209a Office Hours: Monday, Wed, Fri: 8-10:30 and 1-2 and by appointment Course Description: This course prepares students to develop an economic, political and socio- cultural understanding of globalization. Its overall approach to globalization is both interdisciplinary and contextual. The course situates globalization at its center to build student awareness of how this phenomena impacts everyday lives across the world. The course engages students in a variety of critical thinking strategies aimed at shaping their knowledge, skills and dispositions within an increasingly globalized world. The development of these knowledge, skills and dispositions seeks to build an understanding of the world that helps students be self-growers, problem solvers and responsible citizens. Over the course of the semester, we will examine the evolution of the global political and economic system with a focus on various themes: the emergence of markets and construction of a global economy; nationalism and the formation of a world of nation-states; European colonialism and its legacies; conceptions and consequences of "development”; contemporary debates over economic, political and cultural globalization as well as challenges facing the world as it becomes more economically, politically, and culturally connected. Our goal is to understand the intellectual, cultural, political and economic issues that have marked the historical process of globalization. We will draw on both the scholarly literature of the social sciences, film accounts of personal experiences within the modern global system, as well as more popular treatments of these issues. The course will evolve on three levels: (1) an account of changing social relations within increasingly global economic, cultural and political systems; (2) analytical and critical reflections on the terms and categories that are used to describe these relations; and (3) a specific examination of sport’s role in these processes. Student Learning Objectives: 1. By means of maps and other geographic representations, students will identify cultural zones around the world and articulate their key characteristics. The Global Experience 2. By participating in class discussions of readings and lectures, students will demonstrate knowledge of global inequalities, developments and trends through comparative case studies. 3. By means of case studies that contextualize how humans modify the world and how the world impacts humanity, students will articulate ways in which the globe is geo-politically and economically interdependent. 4. By using informational technology to access cultural capital from around the world, students will demonstrate literacy about how material culture shapes the human imagination and its views about globalization and change. 5. By doing a final or capstone project that focuses on viewpoints, differences, interconnections, values and practices in social and/or historical context, students will demonstrate a comparative understanding of how different social groups construct their diverse cultural worlds. Required Texts: Patricia J. Campbell, Aran MacKinnon, and Christy R. Stevens. An Introduction to Global Studies, (Oxford: Wiley-Blackwell, 2010). Joshua H. Nadel. Fútbol!: Why Soccer Matters in Latin America, (Gainesville: University Press of Florida, 2014). Other required texts are listed in the syllabus and will be available either via e-reserve, blackboard, and/or on the class blog Attendance: Students are expected to timely attend every day of the course. Absences and/or tardiness will negatively impact a student’s participation grade. If a student is absent more than five classes, he/she will be withdrawn from the course (as per university rules). Phones: Phones should be TURNED OFF AND OFF DESKS. The first time a phone rings, the class will receive a warning. The second time (and each time after), the entire class will take a quiz. At the instructor’s discretion, you may be asked to leave class and will be marked absent. Correspondence Policy: Please feel free to email me. I am more than happy to discuss everything from classwork to the most recent basketball victory, but there will be times that I will not answer right away. I will do my best to respond to emails in a reasonable amount of time. Student Support Services for Students with Disabilities: Students with disabilities (physical, psychological, learning disability, etc.) who would like to request accommodations need to register with the Office of Student Support Services in Suite G20 in the Student Services Building or by contacting Kesha Lee, Director at (919)530-6325 or email@example.com. If you are already registered in the office, you will need to return to the office 2 The Global Experience each semester to review your information and receive updated accommodations. Grade Breakdown: Weekly online individual blog assignments: 20% Weekly online group blog assignments: 20% Midterm: 20% Final/Final Project (TBD): 20% Participation: 20% TOTAL: 100% Plagiarism: Plagiarism, according to the University Catalogue, is the “intentional use of the ideas, words, or work of another without attribution, when the information they provide is not common knowledge.” It includes: quoting, paraphrasing, summarizing or borrowing a person’s work without appropriate attribution. For assignments of less than 25% of the final grade, the penalty for plagiarism is a grade of F or Zero. For assignments of more than 25% of the final grade, the penalty for plagiarism is an F for the course. In both cases, a report is made to the appropriate Dean, and expulsion can result. Course Schedule Week 1: Introduction to Course Readings: Campbell, et al, “Introduction”; Giulianotti, and Raat on Geography. Jan. 11: Introduction and organization of course Jan. 13: preliminary outlining of terms Jan. 15: Discussion of readings. ASSIGNMENT: Individual blog entry for Monday. What is your idea about what the course should be about? What is globalization as you see it? Does it impact your daily life, how? UNIT 1: Theories and Architecture of the Global World or The Development of the World as We Know it, International Political Economy and Global Governance Week 2: Historical Background Reading: Walter Rodney, How Europe Underdeveloped Africa, pp. 149- 201; Basset, “Cartography and Empire Building in West Africa” on GLOG Jan. 18: NO CLASS, Martin Luther King Jr. Day Celebration Jan. 20: Where do we begin?: European Imperialism in Africa Jan. 22: Discussion of Rodney 3 The Global Experience ASSIGNMENT: Individual blog entry: Find 3 different map types (based on either purpose [political, resources, topographic, migration, etc.], projection [Mercator, Peters, Mollweide]. How do the maps differ? How do different maps reflect different goals? Do maps have political purposes? What are they? Week 3: Markets Reading: Karl Polanyi, The Great Transformation, pp. 59-80; and Giulianotti and Roberston. Jan. 25: Soccer as global? Jan. 27: Free Markets? Jan. 29: Discussion of Polanyi and Gray ASSIGNMENT: Group video blog entry: How can we insert soccer into discussions on globalization, whether in terms of economics or politics? Week 4: Nation States Reading: Eric Hobsbawm, The Age of Capital, 82-115; Campbell, et.al. “Nation State System,” in An Introduction to Global Studies; Nadel, Chapter 1. Feb. 1: The Formation of Nation States Feb. 3: The Future of Nation States Feb. 5: Discussion of Readings ASSIGNMENT: Group video assignment: research a global sport (other than soccer) and explore discuss its role in constructing national identities Week 5: Development of the Post-War System Reading: Jeffrey Frieden, Global Capitalism, pp. 253-300; Campbell et. al., Chapter 3 Feb. 8: Bretton Woods Feb. 10: The Cold War and the Marshall Plan Feb. 12: Discussion of Readings ASSIGNMENT: Individual blog entry on the development of global organizations. Week 6: Three-World System Reading: Ivan Ilich, “How to Outwit the ‘Developed’ Countries”; Nancy and Dani Rodrik, “How to Help Poor Countries” Feb. 15: Development Theory Feb. 17: ‘Advancing’ under-developed countries Feb. 19: Discussion of Readings ASSIGNMENT: Group video blog on underdevelopment and sport. Research questions may include: How do economics affect international sporting opportunities? Why do nations support athletics? 4 The Global Experience Week 7: Trade, Poverty, Growth? Reading: Paul Collier, The Bottom Billion, pp 1-13; Ha Joon Chang, “Kicking out the Ladder”; Campbell, et.al., Chapter 6 Feb. 22: MID-TERM EXAM, focusing on terms and theories Feb. 24: Structural Adjustment Feb. 26: Discussion of Readings UNIT 2: GLOBAL POLITICS Week 8: Poverty, Growth, Democracy? Reading: John Williamson, “Did the Washington Consensus Fail?”; Robert Dahl, On Democracy, pp. 166-88; Fareed Zakaria, “The Rise of Illiberal Democracy,” ; Patricia Cohen, “An Unexpected Odd Couple: Free Markets and Freedom.” Feb. 29. : The Washington Consensus Mar. 2: Markets and Democracy? Do they mix? Mar. 4: Discussion ASSIGNMENT: TBA Week 9: Human Rights Reading: The Universal Declaration of Human Rights; Debra Dalaet, The Global Struggle for Human Rights, pp. 44-61; Campbell, et. al., Chapter 4; and Nadel, Chapter 4. Mar. 7: What is Universality? Mar. 9: Challenges to Human Rights Mar. 11: Discussion of Readings ASSIGNMENT: Individual blog entry: What role if any can athletes play in raising awareness of or fighting for human rights? AND Group video on the same question: find an athlete who speaks out on a global human rights issue. SPRING BREAK MARCH 12-20 UNIT 3: GLOBAL ECONOMY Week 10: Trade and Commodities Reading: TBA Mar. 21: Film: Black Gold Mar. 23: Global Commodity Chains and the connection to other global phenomenon For March 3 and 5, must watch NIKE and Adidas commercials blog NO CLASS MARCH 25, GOOD FRIDAY OBSERVANCE ASSIGNMENT: Group Video on commodity chains and sporting goods. UNIT 4 : ENVIRONMENT AND SUSTAINABLE DEVELOPMENT Week 11: Commodities, Development, and Environment Reading: Campbell, et.al., Chapter 5 Mar. 28: 5 The Global Experience Mar. 30: Apr. 1: ASSIGNMENT: UNIT 5: POPULATION, MIGRATION, AND IDENTITY Week 12: Global Population and Migrant Flows Reading: “International Migration, Domestic Work, and Care Work: Undocumented Latina Migrants in Israel”; Review Zlatan v. Cristiano ad; Nadel, Chapter 3 Apr. 4: Population Growth: a North/South Concern Apr. 6: Voluntary and Forced Migration Apr.8: Discussion of migration Week 13: Migration and Identity Reading: UN State of the World Population, 2007 UN World Population Wall Chart Apr. 11: Movement and Culture Apr. 13: Film: Wide Angle Apr. 15: Discussion of Reading ASSIGNMENT: UNIT 6: CULTURE, POWER, PLACE Week 14: Culture as Power Reading: Charles Kurzman, “Bin Laden and Other Thoroughly Modern Muslims,” in Lechner and Boli; Olivier Roy, “Globalized Islam: The Search for a New Ummah,” in Lechner and Boli; K. Anthony Appiah, “The Case for Contamination”; Nadel, Chapter 5 Apr. 18: Retrenchment of Culture Apr. 20: The Power of Place Apr. 22: Discussion ASSIGNMENT: Week 15: Culture Moves Reading: Nadel, Chapter 2 Apr. 19: Sport and Identity Apr. 21: A Cultural Melange Apr. 23: Discussion ASSIGNMENT: UNIT 7: BRINGING IT ALL BACK HOME Week 16: Global Futures? Reading: Bill McKibben, “An Alternative to Progress,” and Campbell, et. al. Chapter 9 Apr. 26: Apr. 28: Apr. 30: 6 The Global Experience ASSIGNMENT: Final group video blog. FINAL EXAM: TBD 7 The Global Experience Student Oath I _______________________________ (print name) completely understand the contents of the course syllabus and the requirements of this class. If I have any questions regarding course content and/or what is expected of students in this class, I will approach the instructor during office hours, after the completion of a lecture and/or by appointment. Signature: Date: 8
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