Global Learning FPLC 2007-8

From CTLpedia

Summary: FPLC summary.

Contact facilitator Shereen Lerner (Cultural Science)

Contents 1 GLOBAL FPLC Goals 2 GLOBAL FPLC Completed and Planned Activities 3 Terminology and Resources 4 GLOBAL FPLC Membership

GLOBAL FPLC Goals

• Define what we mean by global learning
• Distinguish globalization from global learning
• Focus on particular themes and explore them in an interdisciplinary perspective
• Compile resources for people of different disciplines to use in their classrooms

Completed and Planned Activities

• Emphasis has been on gaining a greater understanding of global issues through interdisciplinary perspective. We are compiling resources for our faculty, students, and staff to use in and outside of the classroom. • We discussed possible activities for the future: • Dialogue/roundtable on sustainability-social and economic issues; • create a pool of people who can visit classes to discuss global issues • Spring Fling on global issues • Student clubs help with a dialogue day-branch out across campus • Link with International Education, CGTE • How can we better engage our faculty and staff? Speaker’s bureau?

Possible Discussion Points and Perspectives: • Current events-filter through disciplinary perspective • Look at things from a macro (global) and micro (personal) perspective • New York Times can filter global issues • Be interdisciplinary • Understand the context of globalization within different disciplines • What is at stake for community college students with regard to globalization? • How can we increase our student’s global capacity? • Efficiency and equity issues • Globalization-how do you define assimilation? At what point do you stop assimilating? Consider security issues. • What is diversity-particularly in global context? • India-dual identities due to globalization • Keep in mind that globalization works both ways-our students often only think of how the U.S. affects others-not how the U.S. is affected • Are we preparing people adequately for the world? What is their global capacity? • When Americans move into other cultures they are not immediately immersed in it-they are knowledgeable but not assimilated • Look at things from different disciplinary perspectives • Social welfare perspective-for example, broaden our understanding of substance abuse-from the poppy fields in Afghanistan to sales on the streets-what are the economics, social implications, political ramifications, etc. • Immigration-from a global perspective-what are the issues-health, demography

Some suggestions from people (things they use in class, etc.): You Tube- “Shift Happens” Jesus Camp video “Information Monday”-current events lead to discussion Phoenix Save Darfur-refugees moving to Chad-immigration issues ESL-a global village every day-how do we apply global concepts to our students every day; conversational partners-pairing U.S. students with international students; tap our existing, local, international presence. Ted web site-inspired ideas worth spreading: http://www.ted.com/index.php/

GLOBAL FPLC Completed and Planned Activities

February 2008

Focus on China

The focus today was on China. We discussed a number of issues, but emphasized economics, the movement from rural to urban settings, and population swirls. We discussed the new market system and income growth.

Since the 1900s, China has overcome colonialization, having been exploited in the past they became protective; we discussed the distinction between Chinese capitalism vs open capitalism-there are more private-run businesses now-but they all partner with the state. To that end, we recognized that foreign companies must have Chinese partners.

Business relations are established on a decades-long process-trust is important-there has to be a multicultural understanding; you need to build relationships.

You need connections to start a business and government authorization to form a corporation. In the United States we often hire lobbyists to help “sell” a company. We need multiple relationships over time.

Los Angeles is a free trade zone-government to government relations.

The U.S. expects things to move fast in the private sector-but China is slow due to government regulations (the U.S. is not SO fast either).

Think about climate, culture, behavior.

Cultural barriers-how relationships should work.

The Olympics-China awarded them in 2001-China moved fast-only 7 years to plan and build. Arizona got the Super Bowl in 2003-too five years to plan-and did not have to build.

National pride-all work for the same goals. Collective pride in the country. Rapid development in China over 20 years. Inequality is emerging-east vs. west.

How is view changing? Cell phones, economic growth, computers; many opportunities for information.

Angel grew up very poor-has that experience that is different from today-she understands the richness of China today-can buy more now.

The present central government does a lot for people who are farmers-a lot of older people are left in the countryside; younger people moving to the city for wealth. Do younger people take wealth for granted? They have access to a lot of information-global-that was not accessible before.

Parents are happy to assist in opening doors for the young. White collar workers are under stress. It is the responsibility of the young to study hard to get to college. Nine years of compulsory school-in the past they had to work to go to school. You received labor credits for farming-credits got you tickets for food.

1978-change in policy-all can have their own land and pay taxes-farming-pay government for rights to land. Similar patterns of generational change-used to choose between farmer and businessman; used to be farmers were more highly regarded-now business.

Perception of U.S. as wealthy.

Wuyi-past you had 4 students in a dorm and people got along-now there is more friction-not with the boys as much as the girls-there are more conflicts with the girls-especially freshmen, due to “only child” policy.

What is an index of happiness?

We asked the Chinese visitors: What has surprised you? American kitchen (size, modern), overweight Americans. They like American teaching styles (acting), no tall buildings, outside buildings do not look great-but inside is modern. How little students know about China. Similarities with China-some rich/poor, expected more wealthy, expensive clothes, etc. Buying cars is not as expensive as thought it would be. Clothing is more expensive than expected but electronics are cheaper. Not as many windows in stores to show products (e.g., Fry’s electronics).

Paul Elsner discussed his first reactions when he went to China. 1.3 billion people-all look different. Not as isolated as he thought-they had normalized relations with other parts of the world before us. There were over 100 cities with over 10 million people-yet we have not heard of many of them. There are a lot of banquets; meals are ceremonial. Families greeting each other; grace of the college students; fewer items brought to college, neat clothes worn by students; curiousity of Chinese; good value formation of young people.

Zeno discussed the book, “The Coming Plague” by Laurie Garrett and the encyclopedia of infectious diseases. He talked about the burgeoning population in the world-China, U.S., and India and the issues confronting the World Health Organization. For example, he mentioned an extremely drug resistant strain of tuberculosis which is a problem in Russia. AIDS/HIV viruses are mutating, SARS in China. In the U.S. they announced that this year’s flu had mutated, so the flu shots were not working. In India, 400,000 chickens were slaughtered because they were diseased. The Chinese mentioned there is now AIDS Day in China-it is talked about more there than in Russia or India.

An issue in Beijing is social control-improvement in management of the government; more welfare for farmers; more people are well educated today.

January 2008

Discussion of Issues pertaining to Eastern Europe and Russia

We had a small but lively group attend. We spent the first part of the meeting discussing politics and the presidential primaries. Our focus was on international issues-but politics, nonetheless. We were left with a question: is there a movement to consider a more humanistic voice-not as much politics?

We also looked at the AAC&U survey that students are taking-it is an attitudinal survey on globalization. It allows for a bit of self-reflection. It reminded us of the Sylvia Hurtado work on diversity.

We had an interesting dialogue comparing Japanese business structure with U.S. businesses-particularly the automobile industry-but business in general. The discussion focused on the trust that is established-networks, colleagueship, looking for the best person to do the job, and how people work together toward a common goal. We compared the approach of U.S. business which often makes decisions focused on the short-term and tends to micro-manage versus the other models which emphasize long-term goals and the fact that the outcome justifies the means. The book Five Rings of Power was mentioned as worth reading.

Sam provided us with an interesting film clip of Solzhenitsyn speaking about the concept of power/politics/oligarchy. It was quite interesting to think about what he was saying and how it compared to U.S. government. We discussed the Russian responsibility to rebuild their own society-but doing it on their own terms and in their own way. We agreed that Putin seems to be moving Russia back to a dictatorship system-yet people are accepting this transition. We talked about city versus rural differences in society, how Russians do more with less, the impact of technology on their society, and the idea of “truthsayers” versus “spindoctors” and how that affects people’s views of the world.

Why does Russia maintain a strong centralized government? We discussed the answers to this question from several perspectives, including a comparison to Mexico. For example, “you had a revolution, now what?” In many places the revolution results in a strong centralized government with a powerful leader (e.g., Cuba, Russia, etc.). This is in contrast to mercantilist Europe.

With regard to Russia we also looked at the idea that the state is strong and a protector of people. We considered how economics is changing the way things in Russia are done-St. Petersburg is growing because of oil and a need to manage new-found money. The state parties don’t have much voice-you funnel money to those you favor to help support them. We compared this with Washington, D.C.-the beltway is supported-those on the east coast and near DC have more power-more is funneled their way than those in the west (who are not as connected to the beltway). We compared this to Russia and how those cities closest to Moscow and St. Petersburg are more connected than areas further away-those towns and cities further away have less connection to the centralized government and tend to be a bit more independent. We actually compared these forms of government to the traditional idea of the Mafia-giving to others to gain power.

Emphasis has been on gaining a greater understanding of global issues through interdisciplinary perspective. We are compiling resources for our faculty, students, and staff to use in and outside of the classroom.

November 2007

Discussion of various topics we might cover over the course of the year. Enrique mentioned the “World in the Balance” video-two parts-one on China and one on population. Betsy mentioned the honors theme next year is “Paradox of Affluence.”

Discussion of migration- Rural to urban movement is massive. 300 million Chinese have moved in the past few years from one place to another-within China. Consider the total population of the U.S. and put that movement into perspective. Roman empire-1 million people moved from rural to urban Rome-job of Caesar to provide them with food and games-to keep them happy. Western Europe was agrarian for years-so did not have urban environments. African Americans migrated from south to northern urban areas-changed dynamics of cities. There is a population swirl-people moving around the country for various reasons-what is the impact on the economy? Remember the exodus out of Michigan to other states. Poland is hosting the European soccer championships in 2012 and is having trouble finding labor to build stadiums due to migration of Polish to England, Ireland, etc.

We have different perceptions as to what is happening in the world versus at home. For example, population-we believe there is overpopulation-yet it is not true-in some places there is overpopulation (e.g., India where 55% of the population is under the age of 25) and in others there is not (e.g., U.S. where 1/3 of population is baby boomer-over age of 50; or Japan where there has been a drop in the population.

Consider the impact of China and India on the price of oil-as they increase their use, the price goes up-yet people believe it is because of the Iraq war that the price has increased.

We rank 15th in the world in broadband-secondary education rates are falling.

Consider internal vs external migration patterns. 10% in northern Mexico are doing well economically, 90% in southern Mexico are not doing well.

NAFTA-theory vs practice gap-barriers are being put up tat are from politics and protectionism. In the US a free market, open trade was advocated for years-now we are afraid of it. Part of paradigm shift: NAFTA passed with Republican support-now the Republicans want to close the borders; they wanted open markets and are now afraid.

Mexico is outsourcing to China to get materials to the US- Mexico to China to Mexico to US. China outsources to Korea. We need to work on building infrastructure to help countries.

Migration is about opportunity and economics-people go anywhere they can find opportunity. US farmers from California are moving to Mexico because this is where the workers are. Levels of education are affecting people-there is a brain drain-jobs are going elsewhere-out of Eastern Europe to Western Europe.

Opportunity and economics are part of the paradigm shift. For example, the US system of health care is the best in the world-yet it is not true anymore. DEA is best in the drug wars-yet they have never been successful.

Economy-US slowdown is not affecting others-not the engine it once was. Is that a bad thing? Is it bad if oil is valued by the euro vs the dollar? How do we teach our students about these changes-and to accept them? If we become a third level economy-does it matter? There may be a change in priorities-how do we teach our students?

Create cross/interdisciplinary assignments to integrate these concepts-to bring the pieces together for students. They can integrate demographic shifts, global sustainability, to bring the pieces together.

Insight into China-population, education, trade-and how Europe and the US support the China economy. China needs the world market of the world economy may collapse.

We need our students to understand the alternatives. It is not so bad for the US-money that goes to China comes back to the US through investment. There is a growing middle class in China. People are moving from the rural to urban areas at a rapid rate. China has to adjust their retail buying to its own population-not just the outside world.

Compare US indicators of today to 20 years ago-we are not doing badly-but there is a great deal of uncertainty. Measure the information flow-US has the upper hand-different from measuring steel, cars, etc where we are falling behind. Help desks are even outsourcing-what does that do to the balance of trade? Friedman video-India call centers are good and may even be a career goal for some-but not in the US. Different perspectives of young and education goals.

Are we always going to have the superiority of knowledge?

Outsourcing is changing a lot of companies-many are outsourcing their own businesses-India is outsourcing to South America; US is outsourcing to India.

Corporation movie-countries don’t matter-corporations do.

Remember when Iacocca talked about automobiles and the disparity between Japan and the US-people stepped up and took the challenge. Same when Kennedy talked about reaching the moon. They appealed to the masses about making better autos-there was a more competitive nature.

Brazil runs most of their economy on ethanol-a new source of crude. There are problems with the dependence on oil-and with new sources-that may exacerbate climate change-if we change to ethanol. Ethanol adds to the climate problem but decreases our dependence on oil.

Internet-connectivity of the world-has a lot to do with these issues. We are more connected. What is the solution of different compensations in different places? We need to keep our edge. For example, the supply of engineers is low-and they are paid at very different rates in different countries-is it because of the various ways they work, the things they work on, their productivity.

Disparity is productivity. US is more productive per hour so have to pay more. China university and allied health program in S. Mississippi example; occupational programs; not highly professionalized in US but is in China-students there see it as high level for things we would see as low level (eg. AA or occupational degree vs Ph.D.). Develop same assignment that can be applied in our classes-common assignments and compare notes. Create stories or scenarios to react to. Key is to do some research and reflect upon it. Humanity is being reduce to consumers –Friedman movie China-relying on us as consumers, also turning Chinese into consumers We have more social issues than before

Distance learning-6000 students-how can we get distance students involved? Some departments have developed standardize courses where adjuncts teach-and they don’t want new information put in.

Culture of fear, we are slipping behind, what can we do….don’t have process for students to work through that gives them different point of view at this time-learn what the realities are. Not so bad to be number 1. Not a message from politicians-preparing our students for when we are not number 1. The flattened world. But, number 1 in what? Some students think we have largest GDP per capita-but not necessarily critical that we don’t. More behavioral than reality. Trying to confront the realities of the world. Work through what media tells us and get real. Population is not growing but is variable across the globe. Weave vignettes into things that can be applied. We want students to find connections between what they are learning in different classes. We want it to be more than inculcate values into others-that other cultures are good.

We want to have students examine life in addition to their major. They need practical information that helps them think of choices. How do you think of globalism.

I think more students are not rushing to get MBA-they are looking at winner take all markets. Media highlights the successes-they don’t show you the millions that fail. They don’t understand how long it gets to achieve. Critical thinking-challenge in development of thought. At different times in history there were aggressive periods-different mind set. Create competitive nature from apathy.

Medical tourism-get surgery in other countries and plan a vacation at the same time. Economics-can’t afford it here so go elsewhere.

We agreed to try to meet again this semester-depending on people’s schedules-Shereen will send out ideas for the next meeting-time, place, topic.

One of our goals this year will be to develop interactive, interdisciplinary assignments that we can take to our students to have them learn of the interconnectedness of the world

October 2007

We had all watched the Friedman video on India prior to our meeting. During the meeting watched a short video from the TED web site entitled: The Shadow Cities of the Future with Robert Neuwirth and then discussed poverty, cities, and education.

Paul offered an example of South Africa where communities formed on their own, modeled after a Soviet model of organization. They would burn rats to keep rats away-so the smell of smoke symbolized who they were-they were a community nonetheless, despite the poverty. Alex talked about the power structure that exists in poor communities-they do not just need outside help, it is necessary to deal with the power that exists within the communities themselves. Too often there is a missionary approach of trying to help from the outside. We are looking at the Third World the same way we look at our own poor communities-teach them what to do rather than give them ownership of developing their own solutions. Sue talked about asset building model-where you do a mapping of the community’s assets and resources-so you can focus on the pathology of neighborhoods and the history of service learning-a way to lead to empowerment and building on that to invest in the community-meet with community members and figure out what the needs are. Nora talked about how this approach is similar to facilitating learning-you need to figure out where the learner is-begin there and build out to serve them in the best way you can. Learn about their background, prior knowledge, and make connections-figure out where people are at.

Discussion of the following points continued….. The concept of education for a critical consciousness vs. the colonial mentality (“we can fix things.” If we think of the accreditation process at MCC where everyone worked together on the process-Andrea could have written the report herself, but with all the people getting involved, it became a plan that everyone owned and were willing to work on. Similar to the teenager mentality-if you are told what to do versus if it is your own idea-how do you react?

How do we convey some of these concepts about poverty to our students?

At what point do we see people suffering because of the socialization they have received? What is the moral imperative? Do we need a Third World to have a First World? How do we teach students to understand diverse cultures within out own nation? Service learning can help people understand the complexities of the different ways that people live their lives.

We discussed India (based on the video, readings, and Paul’s visit there last year) and how it is a place of distinct contrasts. India has 1 billion people in (3 times the US population) in an area that is 1/3 the size of the US. The new world economy is affecting the old world culture-outsourcing from the other side. There is a good deal of movement from rural to urban areas-and a subsequent impact on the society. How is submersion in to the call center culture affect the real culture? Bill Gates is a model for the young while God is a model of the older people in society. Family is still important to both. 55 percent of the population are young (555 million). Concept of GLOCALIZE- become part of global economy by capitalizing on the local economy and culture. Discussion of outsourcing-loss of American jobs will cause a shift in the way we do business-there will be one global market that will benefit everyone in different ways. India will be a superpower. Innovation is a key to America’s future-wealth in the west has come as a result of access to global markets-it is a two-way street. There is a global supply chain-the interdependence makes the world a safer place-our collective self-interest makes the world a safer place-access rather than alienation. In India there are 700 million who live in small villages and do not benefit from economic growth-they are 100 years behind-how to bring them into the system. Is globalization destroying the fabric of Indian society? What is happening to the quality of life?

We discussed how family supports one another-there is an interconnectedness and our economic goals may cause conflict with family. Economic drive pushes families apart. Things are in a state of flux. The US and Europe are looked at as ideal. Some felt Friedman was arrogant in his approach in the video.

We confront many students who believe the following: Is a multicultural society destroying the US? Everyone’s values and norms deserve equal respect-does that reduce respect for the US? In k-12 education is multiculturalism being taken too far? American anglo culture has served us well-so adhere to it-alternative approaches may not be as ok. How do we address these questions?

The political science perspective is often the US as the vanguard-a Eurocentric orientation. We brought this to everyone in the world-the world is better off now. We also brought racial superiority. Hitler was a symptom of what had been going on in the world-the more like us you are, the better you are.

Multiculturalism is where we are going to be a democratic model. It may be a missed opportunity. Transformation is driven by multiculturalism. Language is the essence of culture-do you give it up or keep it-if you don’t speak the language when you migrate, you are stuck economically and can’t blend in-and there is discrimination-yet if you lose your language you lose your culture. People often stay in neighborhoods where everyone is similar to avoid discrimination by others-and a sense of community.

We have to help shape a social policy for our students in the future. What do you (students) have to offer? There is an assumption of entitlement. The self-reflective piece is missing. Service learning, if anchored to the curriculum, can help students reflect. Service helps induce reflection-why do we have soup kitchens, battered babies, addictions. Embed it into a curriculum.

Robert Bellah-educate our students for a democratic society versus corporatocracy.

How do you make poverty a practical matter? Couch it into a discipline?

Shadow cities as cultural communities-the spirit of poverty. When do people become uncomfortable?

How do we define poverty? If we have food, housing……

Michael Crow-indicators of the economy-for privileged.

How do we answer the question as to why we help people from other countries when we have people in our own country who need help? It is a red herring question-we are pitting people who need help against one another.

We tend not to see universal connections to others; we stereotype other cultures; we generalize other cultures.

The more we can move our students around the world, the more they can be exposed to it.

October 2007

Our focus at this meeting was to get to know each other a bit-and to talk about our expectations for the year. We agreed we wanted to share resources and share perspectives from our various disciplines. Here is a list of ideas that people brought forth as possible discussion points/perspectives: • Current events-filter through disciplinary perspective • Look at things from a macro (global) and micro (personal) perspective • New York Times can filter global issues • Be interdisciplinary • Understand the context of globalization within different disciplines • What is at stake for community college students with regard to globalization? • How can we increase our student’s global capacity? • Efficiency and equity issues • Globalization-how do you define assimilation? At what point do you stop assimilating? Consider security issues. • What is diversity-particularly in global context? • India-dual identities due to globalization • Keep in mind that globalization works both ways-our students often only think of how the U.S. affects others-not how the U.S. is affected • Are we preparing people adequately for the world? What is their global capacity? • When Americans move into other cultures they are not immediately immersed in it-they are knowledgeable but not assimilated • Look at things from different disciplinary perspectives • Social welfare perspective-for example, broaden our understanding of substance abuse-from the poppy fields in Afghanistan to sales on the streets-what are the economics, social implications, political ramifications, etc. • Immigration-from a global perspective-what are the issues-health, demography

Some suggestions from people (things they use in class, etc.): You Tube- “Shift Happens” Jesus Camp video “Information Monday”-current events lead to discussion Phoenix Save Darfur-refugees moving to Chad-immigration issues ESL-a global village every day-how do we apply global concepts to our students every day; conversational partners-pairing U.S. students with international students; tap our existing, local, international presence. Ted web site-inspired ideas worth spreading: http://www.ted.com/index.php/

We decided that our meetings would be structured around shared readings or viewing of videos. Enrique provided us with a video: Thomas Friedman Reporting: The Other Side of Outsourcing. We agreed that we would watch the video as part of our next meeting-and discuss the implications of outsourcing from a variety of disciplinary perspectives-and how we can take these perspectives to our students.

We agreed that we would share resources and ideas for our meetings. Videos, readings, etc.

April, 2007

Discussion of Immigration

We began with a discussion of how to work with ESL and Reading students-we read “Migrant Child to College Woman” and discussed different approaches. Amelia uses this article with her reading students-she has them read aloud in small groups, helping each other with the words and concepts-they they discuss the central point and main ideas. They also share about their own lives-how they are different/same as the story in the article. How do students from different cultures relate and react to this article? She believes if you let emotion into the discussion, it helps people relate more closely to the material. The more people talk about themselves, the more expansive they get; if they read things that are meaningful to them, it helps them become literate. This is the story of an outsider-many of Amelia’s students are outsiders so they relate to it.

We asked the question: How do we give our students that “outsider” experience? Have ESL students visit other classes-empower students-but they may not want to take the risk. Perhaps have students participate in classes in small groups-so they do not feel alone.

We discussed how difficult it is for people to take risks-they self-impose their own locked circumstances.

We asked: how do you feel when you are in the minority or an outsider? What is the impact? How can our students, who are not normally in the minority, have that experience? Discussed the example from SOC140 where students are exposed to situations where they are treated poorly as a result of their dress, behavior, ethnicity, or race. The point is to help students make connections.

We discussed the power of story-how to own the content of the material and expand one’s world-through interviews, guest speakers. Stories of all kinds give humanity to what we study.

How do you go from realization to engagement? What are you going to do with it? There are more ethnic writers being used now in English literature classes-that helps open student’s eyes-text alone won’t do it-film, digital media produced by young people-talk about angst, anxieties-have gotten more voices into the curriculum.

We discussed that we need to let in more popular culture into the curriculum to help students. Students come in to class with their mind made up-hard to change. The academy provides tools for students to learn. There is a gap between students and faculty-a difference in the experiences we have had- students learn a lot outside the classroom-over the long run, not one semester-life-long learning.

How do we help students understand it is a lifelong process? We have to teach process and perspective to help with lifelong learning. Not only content-use content to give them tools-how to learn. How to learn globally-to think, engage. Right now they are concrete learners-it is difficult for them to reflect on what they have learned.

Paul Elsner shared with us his experiences in India.

532 religious sects, 125 languages and dialects. Hindu has most of the sects. Social structure is very rigid. Hindu philosophy is “whatever it is, is; on this earth. Lots of charitable organizations; complexity in India. There is a contrast of high achievement and terrible poverty. A legacy of socialism-immigration. 190 universities-elitist-not a system of opportunity- more socialism-little investment in primary and secondary education; it is a fragmented, compartmentalized society; very ritualized; a service economy. Immigrants to the US are mostly the Brahmin class-can get visas-there are 60,000 per year in the US. They move here not for the community colleges but university education. Northern India is more business in cities-wealthier than in the south. People from the north and south don’t know much about each other. The more north, the more modern, wealthier, urban. Extreme poverty in the south. They never got their own identity from the British-the caste system is still there. By 2045 India’s population will be larger than China.

Caste is religious-based; acceptance of where you are-be the best you can be while you are here-when you are reborn you will be better-so there is inertia to improve-people are ingrained in who they are. India is the largest middle class in the world (because of their population size)-they have reduced poverty by 30%; they are also the third richest in the world. There are more poor than anywhere as well. India will be an economic power.

March, 2007

Discussion of Poverty

March 21, 2007-Minutes from Global Learning FLPC

Reviewed poverty briefly-how you could get involved/observing, not just doing. Critically evaluate what you are trying to do. Evaluate your criteria. “What, so what, now what”

Students with experiences about international poverty-use students to describe…. So what-make it personal, how does it impact me-important-what happens to that child. Not a single answer-how does it affect me?

Trade is not a zero sum game- bringing one country up does not bring another country down. Be aware before you do; critically evaluate before you decide what you are going to do Difference between poverty and privilege

Book-Enrique’s Journey-by Sonia Nazario Retraced steps of going to border-child migrants in search of mothers; trying to cope from one day to next; as young as 7 years old; traveling as young as 7 years old; not something outsiders can fix easily-migration of kids; immigration issue itself. Not easy for “haves” to help “have nots.” Have to solve from within. Empowering people.

Remember Mao-don’t give them a fish, teach them how to fish.

Example discussed of three kids illegally here (Arizona) who were recently in a traffic accident-Mom’s were told to come to police and get them and they will be deported with their kids-what can they do? Leave their families, other kids? Power in the individual-one step at a time-one student at a time.

The Commercial Society by Samuel Gregg-the dilemma of democracy-to what extent do democracy’s take away freedoms? Open borders-El Norte-would it eliminate the problems? Should people be allowed to better their condition? Have not addressed the underlying condition. Not understanding what it is like to have to leave home.

The US is unique culturally-assimilate and honor differences. “go home” amplifies when times are bad and mutes when times are good. Look at history of immigration; 17th, 18th, and 19th centuries there was free and full immigration-we needed people. The 20th century we began to limit immigration-xenophobia-fear-not economics. Restrictions became economic in recent times.

Distinction between refugees and immigrants-refugee is trying to escape; displaced persons.

Women and Islam-dump and go-men leaving wives and families for other opportunities-the more educated the men are, the more likely to dump wives and families. Patriarchal. Relates to women’s role and place in society. Ability to help these people is less and less. Materialism sickness-caught up in opportunity; shirking commitments, women lacking information. Refugees Islamic male can divorce-harder for female. Females don’t have the documentation. Traditional roles of women.

Refugees come here-oppression-7 years-to be legal-what do we teach? Root causes-how to address.

Migration/immigration complexity. Understand what immigration is-what are motivations. Know your students-empower them.

First generation immigrants are more productive than 2nd generation. Irish example in 1800s.

ESL-those who came here before don’t want ESL-because they had to know English-difference between educated versus uneducated.

Misallocation of resources-can’t afford school

Need support of family structure

Immigration reform-problem-no barrier to free flow of people

Student perspective-taking my job-what is so bad about the proposition that recently passed in Arizona-students having to pay more for tuition.

Let’s figure out a way to help the future kids in college-fairness question-parents came in illegally, kids here illegally-and kids don’t break law-how can they get ahead without falsifying documents?

Once you start disobeying laws can lead to perdition-can’t pick and choose what laws to follow; immigration law makes no sense from an economic view. Dissent the law-will it affect law. Are we on a pendulum of immigration-will it move back toward freedom/liberty; more opportunity in US-still inspiring.

Comfort zone-language spoken-immigrants connect with one another-becomes new support system

One person goes, reports back and brings others with him

Gravitate toward strongest member of family-people attracted to US because of power What is important-security, control, approval.

Student Comments on Poverty:

Anthropology

Poverty is when a society or part of a society has a lack of resources necessary to survive Conditions that are so bad they are almost unlivable, or are unlivable, but out of necessity, people are there Poverty is making too little money (or none) and struggling to obtain the necessities in life like food, shelter, clothing. It’s far too rampant in our world.

An extremely low economic standing: including lack of currency, food, and/or shelter. Poverty is a state of living where the economic standard and quality of life is below the social acceptance level.

When a culture or person(s) in a culture cannot meet daily needs because they do not have access to resources-whether those necessities are not available or not affordable. Lack of money, food, and things that are needed for life.

You don’t have a lot of wealth or valuables Simple people, work a lot for a little, disease and sickness, treated poorly

I believe poverty to be referring to a group of people who live simply and are not always with what they need and rarely what they want. I think of poverty as a situation people get stuck in beyond their will.

Being unable to provide food, shelter, or clothing for ones self would be living in poverty. Poverty-living in the worst conditions

I think poverty is not being able to make as much money as you want. Some people don’t even have the choice.

Poverty would be the inability to support one’s family or people with food, shelter, or protection. A complete lack of self-sufficiency

Being poor with little or not money. Low income, just barely able to support yourself or your family.

The lack of basic needs or resources (housing, clothing, food, etc)

Poverty is not having your basic human needs met (e.g., no shelter, not enough food, no clothing, no medical care). The level of poverty could be different depending on what culture you are looking at.

Economics

Poverty is being below the average person’s average income but still able to maintain a lifestyle

Not having enough money to live without some type of outside help

Poverty is when you don’t have the means to meet the standard of living accepted in your society

The ability to not be able to afford what should be affordable

Lower than the “regular” living standards; not having the necessities to have a quality life (e.g., dirty water, no electricity, not having enough nutritious food)

Not being able to meet your basic needs…..food, water, shelter, education

Living below the minimum economic standing of the community in which one resides, thus not being able to afford the bare necessities of life

A lack of education and wealth and motivation to better one’s situation

To earn an income at or below a predetermined amount called the poverty line

Poverty is living on less than the national average income

Poverty is a state of being in which one’s basic needs exceed their means to provide for those basic needs. Include adequate food, clothing, shelter

Earning $10,000 or $20,000 or less per year in the US

People making below minimum wage; where we have a set salary and if you make less than that=poverty. Poverty means you can’t afford cars, or groceries to support yourself. You have to go to other sources for income

The lack of financial resources. The inability to earn income near the social average. The lack of educational opportunities. The lack of social and career opportunity

Having a lower household income than necessary to supply for ones family

Not being able to provide food/shelter and other necessities of life for oneself

Having a low income that is not enough to support yourself or family

Unwealthy, poor, unable to support themselves or others. Not afford expensive things

Not having money to get the things needed

Someone who makes less than $15,000 per year Living below the lowest “American standard” Not being able to provide for your family Living below the average standard of living When people don’t make enough to maintain the average standard of living Not having many resources such as food, land, or shelter to live a good standard of life

February, 2007

We are having great discussions on how to define poverty by our disciplines-and how we can find common ground and understanding. Greg Pratt and Shereen Lerner asked their students to define poverty. We suggested that each of us ask one of our classes to define poverty-and bring those definitions to a meeting. Might be interesting to ask our students to define poverty based on the discipline of the class they are in.

We discussed how globalization affects people differently-there are costs and gains. Globalization-consider who gains, who loses, and who stays the same Friedman talks about globalization 3.0-globalization has actually been around for a very long time. 1.0 is recorded history as far back as the 15th and 16th century. Globalization 2.0 is the physical form of globalization. Globalization 3.0 is more recent.

We have always had poverty-just different levels and different impacts on people. There are various solutions to poverty. Think about the historical contextualization of poverty-there has been a change in how many are in and out of poverty.

Alex presented the political science perspective on poverty-who gets what, where, and how (he has previously sent his paper to us). Moral and philosophical questions-but also math. Throughout the presentation, the group commented and discussed various topics.

Different levels of poverty-urban, national, international. Urban-crime rates, education, nutrition, time sensitive-need to address immediately. National-regional-rust belt-Southwest as new economic power-mid-industry decline-how do you address different economies? Establish regional economy-feed into particular sectors; political decisions are made; transition from agricultural to industrial. International-3 types of analysis-liberal, Marxist, realist Marxist-domination, neocolonization, free trade hurts-powerful dominant-Wal Mart-evaluate question of power as it relates to economy. Globalization goes too fast-if you do it at the right pace could promote growth. Realist-complete competition-learn how to play by the rules Most trade occurs between the 1st and 1st world; next is 1st to 3rd world; not much between 3rd and 1st world. Competition-present philosophy is that competition cures ills-corporate

Labeling theory People who believe in competition, independence, small business rule the day Entrepreuneuralism-get something for self Competition is Darwinian-survival Dubai-50% of young Arab students are unemployed-don’t penetrate the capitalist market’ lack of access. How many are poor? Dubai-street people are doing services people don’t want to talk about-marginalized-labeled-alienation-Marx-force that creates change-the tipping point Middle class is defined differently in every culture.

Once you break into the workforce you are there-but in many of these countries there are no opportunities. Competition can be debilitating; competition can lead to power. Competition can be good if you are good at it. Competition is defined differently in different cultures. Generational-how to deal with things over time. Conflict between cultural norms and larger regional and international norms.

Global poverty-macroeconomic-Africa has 8-40% poverty

What kind of economic system was imposed-every African country became command (government control) system—leads to greater poverty markets---mixed systems

North Korea-Hong Kong-US-China-where are they on the continuum and where are they going?

Transitions create greater poverty; short-term-your life. IMF-command. Angry losers---terrorists;

Africa was a colonial power helped create poverty

With our students do we reveal our views? Do we provide competing positions? Biases exist-people can react differently. What are our biases in explaining why things happened? We need to give our students the tools to analyze.

We need to help students be a cost analyst--analyze what a position will cost. Look at outcomes-self-explore-what is poverty. Can you measure perspective?

Relativism is an important value-look at data, experimental models-look at cost-benefit.

Bias-how you approach issue-what are the questions you would ask-they are as important as the answers. Economics and politics impact each other. World cities-so economically powerful they overshadow regions/nations. Market and government have to play a role together. Institutions don’t often look at history. World cities-compare to nation states-nation states amass armies, control borders, etc.

Political economist-three levels-urban/relativist

Different ways to address poverty

Discussed how to teach-inclusive, relativistic

Anchor global competency/awareness to different disciplines. Have students see these disciplines/perspectives as parts of a whole; look at from different norms; have larger context; self-reflect; we currently teach compartmentalized; use themes to teach-across discipline (e.g., poverty would be a theme).

Have faculty share perspectives with each other across discipline.

Defining poverty-often thought of in simplistic way-not in its complexity-variables that affect it; poor, working-yet there is a support system for each other. Multiple dimensions to poverty. Structure-sense of responsibility, support-do what they can for each other. Poverty does not exactly equal unhappiness or despair.

January, 2007

Some of the ideas that we discussed: -context of poverty can affect perspective of what poverty is -existing “slave mentality” or “feeling of being worth something” can affect ability to break out of poverty -applied anthropology-study problems in a society from the perspective of the culture being studies; help a culture solve its own problems from their own perspective rather than a top-down or outside-inside approach -have local community solve its own problems-give voice to locals to find solutions (example: microloans-empowered Bengalis)

What is poverty? How do we define poverty? What is an operational definition? We discussed all sorts of ideas-whether to look at it purely from an economic perspective or from a broader cultural view. We considered concepts such as “choice” and “access” as aspects of culture-when you don’t see other choices, whether you are aware of other possibilities, are resources available to enable a culture to change?

We recognized that there is a formal, economic definition of poverty-pertaining to the “lowest 20% of society.”

How specific should we be in the classroom?

There are also questions as to how wealth is distributed-how the pie is cut up.

Definitions can be relative, depending on the culture/environment/group.

We need to embrace all the lenses for a broader understanding of the different ways to view the world-and to better understand concepts such as poverty. Relativism allows for broader/varied definitions. We need to prepare students for imperfections of the world.

Does the government have the right to impose human rights on another group? Can you hold an immigrant population to the rights of the larger group?

Have students consider the questions-think about complexities. Use tools of discipline. How do we have students think across disciplines? Negotiate the global world? Move about the world-different perceptions in the world.

Capitalism and its movement (by force) in the world. Various ways people think about capitalism-good or bad.

What is global competency-repertoire of tools to think of globalization and poverty-cross-disciplinary.

Would be interesting if all ENG 102 classes would require some writing related to globalization.

When do we step forward and teach about social injustice. Encourage our students-equip them with tools to know when to get involved. Basic human rights-promote critical thinking from different perspectives.

November, 2006

We identified areas of interest pertaining to global learning. We agreed our first order of business is to come to consensus with regard to defining global learning. We also need to define globalization-and distinguish it from global learning-and Americanization. Several questions arose including:

• What is the impetus behind global learning?
• Are there different world perspectives on global learning and globalization?
• What is the distinction between global learning and globalization?
• How does one think and learn globally?
• Is global learning beyond the individual? The idea of a tribe vs individual mentality

We each identified a number of areas of interest-and then were able to consolidate these areas into three themes: global learning vs globalization, social justice-beyond theory and practice, and borders vs no borders. Within each are a number of topics you see listed below. In each case we will need time to define the terms and topics.

Throughout our discussions we will be addressing the following pertaining to global learning:

• Strategies for integrating global competencies into course curriculum
• Measurable outcomes of global curriculum
• What is global learning and is it different in some way from “individual” learning?
• How does one think/learn globally? (cognitive process)
• Does a flattening world suggest a flattening of learning?

W* hat resources are available to help us promote global learning?

• How do we organize learning on-line for a global audience?
• Do “we” privilege global learning? Should global learning be promoted? Or merely examined?

November 2006 We had a very interesting and theoretical discussion on the concepts of globalization and global learning-it was wide ranging. Hopefully, these minutes captured some of the high points of the discussion.

We need to develop a taxonomy for global learning-guide on how to approach global learning; and why we do it. Our group project will be to develop this guide-importantly, we are accumulating resources for instructors.

Our group discussed the distinction between globalization and global learning.

Why global learning?

• US losing competitive position so need to learn how to better navigate the world; need to be more adept and able to survive.
• We are US-centric-impacts go both ways
• US may not be the only super-power. We won’t always be number 1
• Need to understand changes in our status
• Example of economic changes: how cotton subsidies in US affect not being able to sell cotton in US
• US culture is changing-what is us versus them? How can two cultures live together? The dominant culture wants to be in charge.
• Globalization-learn to play together-no us versus them

We defined globalism as multidisciplinary, including economics, diversity, arts, politics, etc. (analogy of “village well”). We looked at the globalization101 web site and noted that part of globalization is interaction/integration of societies (see definitions below). We do not place a value judgment on it-it is reality that cannot be ignored and there are multiple factors that come into play. We need to consider globalization from multiple perspectives. The impacts of globalization are value-laden; every perspective has its own value-what is the value of x perspective? We noted that all change incurs loss and there are multiple dimensions to globalization.

How do we address student learning?: Need to consider context of globalization and from varying perspectives. How do students approach problem solving this concept? Do they consider the various impacts? Think about going slow-moving from reaction to response…consideration of consequences.

Some of the ideas that we discussed:

• context of poverty can affect perspective of what poverty is
• existing “slave mentality” or “feeling of being worth something” can affect ability to break out of poverty
• applied anthropology-study problems in a society from the perspective of the culture being studies; help a culture solve its own problems from their own perspective rather than a top-down or outside-inside approach
• have local community solve its own problems-give voice to locals to find solutions (example: microloans-empowered Bengalis)

What is poverty? How do we define poverty? What is an operational definition? We discussed all sorts of ideas-whether to look at it purely from an economic perspective or from a broader cultural view. We considered concepts such as “choice” and “access” as aspects of culture-when you don’t see other choices, whether you are aware of other possibilities, are resources available to enable a culture to change?

We need to embrace all the lenses for a broader understanding of the different ways to view the world-and to better understand concepts such as poverty. Relativism allows for broader/varied definitions. We need to prepare students for imperfections of the world.

Does the government have the right to impose human rights on another group? Can you hold an immigrant population to the rights of the larger group?

Have students consider the questions-think about complexities. Use tools of discipline. How do we have students think across disciplines? Negotiate the global world? Move about the world-different perceptions in the world.

We are having great discussions on how to define poverty by our disciplines-and how we can find common ground and understanding. Greg Pratt asked his economics students to define poverty-a list of their definitions is at the end of this document. Greg also sent us a summary of their comments in an earlier email. We suggested that each of us ask one of our classes to define poverty-and bring those definitions to a meeting. Might be interesting to ask our students to define poverty based on the discipline of the class they are in.

Anchor global competency/awareness to different disciplines. Have students see these disciplines/perspectives as parts of a whole; look at from different norms; have larger context; self-reflect; we currently teach compartmentalized; use themes to teach-across discipline (e.g., poverty would be a theme).

Defining poverty-often thought of in simplistic way-not in its complexity-variables that affect it; poor, working-yet there is a support system for each other. Multiple dimensions to poverty. Structure-sense of responsibility, support-do what they can for each other. Poverty does not exactly equal unhappiness or despair.

Terminology and Resources

Hegemony is the dominance of one group over other groups, with or without the threat of force, to the extent that, for instance, the dominant party can dictate the terms of trade to its advantage; more broadly, cultural perspectives become skewed to favor the dominant group. Hegemony results in empowerment of certain cultural beliefs, values, and practices to the submersion and partial exclusion of others. Theories of hegemony attempt to explain how dominant groups can maintain their power.

Globalization: Is it the integration of economic, political, and cultural systems across the globe? Or is it Americanization and United States dominance of world affairs? Is globalization a force for economic growth, prosperity, and democratic freedom? Or is it a force for environmental devastation, exploitation of the developing world, and suppression of human rights? It can be seen as an umbrella term for a complex series of economic, social, technological, cultural, and political changes seen as increasing interdependence, integration, and interaction among people and companies in disparate locations. Can have several aspects:

• Industrial-rise and expansion of multinational enterprises
• Financial-emergence of worldwide financial markets
• Political-spread of political sphere of interests to the regions and countries outside of state and local
• Informational-increase in information flows between geographically remote locations
• Cultural-growth of cross-cultural contacts

Social justice refers to conceptions of justice applied to an entire society. It is based on the idea of a just society, which gives individuals and groups fair treatment and a just share of the benefits of society. A very broad definition of social justice is that "social justice reflects the way in which human rights are manifested in the everyday lives of people at every level of society.” It can be further defined as working towards the realization of a world where all members of a society, regardless of background, have basic human rights and an equal opportunity to access the benefits of their society

Social justice is both a philosophical problem and an important issue in politics. It can be argued that everyone wishes to live in a just society, but different political ideologies have different conceptions of what a 'just society' actually is. The term "social justice" itself tends to be used by those ideologies who believe that present day society is highly unjust - and these are usually left-wing ideologies, advocating a more extensive use of democracy and income redistribution, a more egalitarian society and either a mixed economy or a non-market-based economic model. The right-wing has its own conception of social justice, but generally believes that it is best achieved through embracing meritocracy, the operation of a free market, and the promotion of philanthropy and charity. Both right and left tend to agree on the importance of rule of law, human rights, and some form of a welfare safety net (though the left supports this to a greater extent than the right).

Inclusiveness- all-encompassing, all-embracing.

RESOURCES

V.S. Naupaul books, India The Darkness of India The Bastard of Istanbul by Elif Shafak Infidel by Ayaan Hirsi Ali The Epic of Care in The Nation The Commercial Society by Samuel Gregg Enrique’s Journey by Sonia Nazario Eat the Rich by PJ O’Rourke On the Wealth of Nations by PJ O’Rourke Guests of the Ayatollah by Mark Bowden Black Hawk Down by Mark Bowden Global Problems and the Culture of Capitalism by Richard Robbins Movies: Babel, Children of Men, In Pursuit of Happyness, Water (about widows in India) Books: Children of Men (PD James), International History-20th century of the world and beyond; Defining the word by Henry Hitchings, Under the Banner of God by LeRoy Johnson.

GLOBAL FPLC Membership

• Greg Pratt-Economics
• Alex Avila-Political Science
• Nora Reyes-Multicultural Education
• Naomi Story-Teaching and Learning
• Paul Elsner-Chancellor-emeritus/Global
• Shereen Lerner-Anthropology/Culture
• Amelia Wilson-Multicultural/Reading
• Alison Whiting-Student leadership
• Ida Mansourian-International Education
• Patrice Nango-Philosophy and Religious Studies
• Zeno Johnson, Sociology/Women and Health