Global Studies 300
Local Responses to Global Issues: Case Studies from Around the World
Tu, Th 9:20-10:35 Stevenson 2052
Professor Tom Shaw
Fall 2015

 

Global issues cross national borders. They are not isolated within single societies or cultures. Still, our understanding of global human issues is greatly enhanced by a careful analysis of how they affect particular people in particular places. In this course we will examine a handful of important global issues in the context of how they impact individuals in a particular place and culture, at a particular time. In keeping with the GE, Area D1 requirement, this class focuses on how people respond to issues as these are filtered through a lens comprised of culture, social structure, institutions, ideologies and customary practices. Human responses to global issues will be the focus and primary point of interest in this course. Not all global issues will be dealt with each semester this course is offered. Candidates for coverage include health pandemics, human trafficking, refugees, poverty, hunger and the politics of food and water, human rights, a spectrum of environmental issues, inequality, racism and other fundamentalist ideologies. Determination of the issues covered in any given semester will be made by the professor before the start of the class. This semester we will cover human responses to health pandemics, to economic inequality, to environmental degradation and to cultural contraction (and 'values segregation').

Course readings will highlight the diverse ways humans adapt to global challenges at the local level. Case studies will feature individuals who have made a significant impact locally as they have faced and dealt with a global issue. Cases will illustrate how these persons have had to interact with social systems and institutions in response to a variety of challenges. Students will spend three or four weeks on each case study, focusing first on prevailing political and cultural institutions, and secondly on the specific actions of individuals who have (more or less) successfully navigated those institutions to meet the challenges they faced. Students will discover how institutions and cultural frameworks impact a person’s or group’s responses to global challenges, and they will learn how people often “bend” forces to meet challenges. They will see how in some instances individuals creatively negotiate solutions that oppose social norms and institutions. At the same time, they will learn how individual responses are impacted by social structures that distribute resources and life chances unequally and, some would argue, unfairly.

Course Objectives

1. Students will explore global human issues and people’s responses in a variety of cultures and settings.
2. Students will gain an understanding that people respond to global challenges in their environment using the tools at their disposal: cultural frameworks, social institutions, ethnic politics, religious and other ideological narratives, including artistic media.
3. Students will better understand the systemic causes of global social problems including political and social oppression, poverty, resource shortages and so on.
4. Students will explore how social structures and institutions change as problems are challenged and addressed.
5. Students will learn how responses to global issues are impacted by social structures that distribute resources unequally.
6. Students will learn how different people creatively resist oppressive social structures and institutions.

Course Readings

Autobiography: Unbowed, by Wangari Maathai
Biography: Mountains Beyond Mountains, by Tracy Kidder
Documentary (non-fiction): Fanshen, by William Hinton
Novel: The Reluctant Fundamentalist, by Mohsin Hamid

*all books available at SSU bookstore
Also available online, through the SSU Library:

Book:Mountains Beyond Mountains
Book: Fanshen.
Book: Witness to Aids

Also, various articles may be provided in class to give students some historical background and context for each of the issues discussed in class.

Evaluation Criteria

The class will use a combination of assessments, including a final project. Final grades will consist of:

Participation 10%
Exams (2) 30%
Presentation 25%
Research Paper 35%

Thesis statement 15%
Annotated outline 15%
Paper 70%

Class Schedule

DATES

TOPICS

READING

 

I.  The ecology of health pandemics:  TB and AIDS

Tues, Aug 25

Introduction to course

Thurs, Aug 27

Disease environments:  man and nature

Read NY Times article here; video

Tues, Sep 1

Treatment cultures:  belief systems, poverty, racism, "denial"

Variation in treatment cultures:  personal experience
Read:  HIV/Aids and Sorcery
Read Book: Witness to Aids , Chaps 6,7 Pgs. 157-204.


Sign up for oral presentation topic/week.

Thurs, Sep 3

Treatment cultures (cont'd)
Treatment ethics - Farmer's and others'

Read: treatment adherence
Read: Mountains Beyond Mountains, Pgs. 3-121

How to give an effective oral presentation

Tues, Sep 8

Choosing an effective research topic

 

Thurs, Sep 10

Pharmaceuticals
Video:  Patents and Patients VHS 5797

Treatment challenges using pharmaceuticals
Read: 
Mountains Beyond Mountains, Pgs. 125-177

Tues, Sep 15

Student presentations: health and social justice  (approx 5 students each day/10 mins each)

Also due Thurs 9/17: Two paragraphs describing the topic, and the analysis you are planning for your final paper.

Thurs, Sep 17

 

II. Environment, Resources and the People: 

Tues, Sep 22

Standing up to social, cultural and political forces

DVD:  Taking Root:  The Vision of Wangari Maathai.
Corte Madera. Maathai BIO

Thurs, Sep 24 Environment is the people's interest  

Tues, Sep 29

Environment and Human Rights

Read:  Unbowed  Pgs. 98-295.

Thurs, Oct 1

Sustainability standards and certification. 

Read:  Standards initiatives

Tues, Oct 6

Forest Stewardship Council:  market-driven product management and network governance.

Read:  Forest Stewardship Council

Thurs, Oct 8

Student presentations: environment and its protection (approx 5 students each day/10 mins each)

Tues, Oct 13

Thurs, Oct 15

EXAM: Health pandemics & Environmental degradation

 

III. Inequality: Understanding the revolution in China & the roots of Chinese communism

Tues, Oct 20
Introduction: Inequality can make you sick Read article on inequality research.
Thurs, Oct 22 Watch Wilkinson on Spirit Level
Tues, Oct 27
Marx on consciousness; Chinese landlords, Chinese peasants
Setting the stage:  the field of players and their interests

Book: Fanshen. Chaps. 1,2,3
Thurs, Oct 29 Book:  Fanshen, Chaps 8-11
Film: China: A Century of Revolution (DVD 702)
Tues, Nov 3

Land redistribution and collectivization:  Collectives

Descent into chaos
Identifying the class enemy

Read Fanshen Chaps. 13-16, 20-24

Due: Annotated Outline of Final Paper

Thurs, Nov 5

Finish Fanshen,  Chaps 29-34
Movie:  Up the Yangtze  DS793 Up or China: A Century of Revolution (DVD 702)

Tues, Nov 10
Thurs, Nov 12
Student Presentations: Current Struggles for Economic Equality in China
 

IV. Cultural Contraction, the end of multiculturalism, and the segregation of values

Tues, Nov 17

Standing Marx on his head: the primacy of values over economics

Clash of cultures/civilization

Marx: base, infrastructure, superstructure
Thurs, Nov 19 Read: Culture Matters
Tues, Nov 24 Film and discussion Film: Reluctant Fundamentalist
DVD Central PN1997 Reluctant

Read: The Reluctant Fundamentalist
Thurs, Nov 26

Thanksgiving

Tues, Dec 1
Fundamentalism Finish: The Reluctant Fundamentalist
Thurs, Dec 3 Student Presentations: End of multiculuralism
Tues, Dec 8 Student Presentations: End of multiculuralism
Thurs, Dec 10

Final Papers Due
(for a relatively brief guide to writing a paper that argues a point, check this out)

(for a more extensive look at the ins and outs of making an argument in an academic paper, check this out)

EXAM: Inequality & End

Class Policies

There are important University policies that you should be aware of, such as the add/drop policy; cheating and plagiarism policy, grade appeal procedures; accommodations for students with disabilities and the diversity vision statement. (Go to this URL to find them: )