ANTH 3260 - University of Virginia

Fall 2011
Discipline: Anthropology (ANTH 3260)
Course Title: Globalization and Development
Upper Division Course (Pre-requisites: Successful completion of a minimum of three social science courses)
Faculty Name: Monica Frölander-Ulf
Class time and place: A Day at 8:00 – 9:15 in Classroom #4
Globalization and Development: SYLLABUS
COURSE DESCRIPTION: In this course, students explore the emergence and present configuration of the global political and
economic system and its effects on people in different parts of the world. We investigate the role of corporations,
international agencies and peoples‟ movements, national governments, and local initiatives in shaping global relationships and local
conditions. Economic inequality and poverty, militarism, environmental degradation, and global threats to indigenous peoples, as
well as international, national, and local efforts to develop more equitable and peaceful communities worldwide, serve as major
themes of the course. Students may choose one or more of these topics to study in greater depth and will be responsible for
collecting specific data on the topic(s) relevant to our ports of call.
Although this course is very much about drumming people together to collect wood and be assigned tasks, we may also
contemplate Antoine de Saint-Exupery‟s (author of The Little Prince) admonition:
"If you want to build a ship, don't drum up people together to collect wood and don't assign them tasks and work, but
rather teach them to long for the endless immensity of the sea."
COURSE GOALS:
At the end of the course you will be able to:
Describe some of the major the historical and contemporary processes that led to, and continue to shape, the present
configuration of global economic and political relationships.
Critically evaluate some of the major theoretical perspectives subsumed under the general label „global political
economy.‟
Explain the global political economy of important issues that confront people in various parts of the world such as
economic, racial and ethnic inequality, environmental degradation, militarism and crime.
Provide specific examples of how the practices of transnational corporations, international lending and trade agencies,
national governments, grassroots organizations, indigenous peoples‟ movements and our own individual behaviors impact
people in various parts of the world.
Further develop your analytical, observational, listening, reading and writing skills.
Reflect on the concept of „global citizenship‟ and its implications in your own life.
COURSE EVALUATION AND REQUIREMENTS: (See details below)
Class attendance and participation: 15%
Written reflections on reading assignments: 15%
Graded Journal: 10%
Field assignments: 20%
Student presentation: 15%
Final exam: 25%
To successfully complete this course, you should be willing to come to class prepared (i.e. completing reading and/or writing
assignments) and actively participate in class discussions, as well as critically, and with an open mind, reflect on what you have
read, heard, seen and experienced in light of the academic content of the class.
REQUIRED TEXTS:
Robbins, Richard (2010) Global Problems and the Culture of Capitalism. Prentice-Hall.
Shiva, Vandana (2008) Soil Not Oil. Environmental Justice in an Age of Climate Crisis. South End Press.
Steger, Manfred B. (2009) Globalization A Very Short Introduction. Oxford University Press.
Assigned articles

COURSE OUTLINE:
AUGUST 28 (A1)
WHAT IS ANTHROPOLOGY? WHAT IS GLOBAL POLITICAL ECONOMY? GLOBALIZATION?
Discussion of course requirements and assignments. Introduction of basic concepts.
Reading assignments:
American Anthropological Association website information.
Ellen Meiksins Wood (1998) “The Communist Manifesto 150 Years Later,” in Karl Marx and Friedrich Engels, The
Communist Manifesto. Monthly Review, pp. 89-112.
AUGUST 30 (A2), SEPTEMBER 1 (A3)
ANTHROPOLOGICAL THEORIES, METHODS AND DATA GATHERING TECHNIQUES. Karl Marx‟
influence on the social sciences. Ethnographic field research and its ethical and practical hazards.
Reading assignments:
Richard Robbins, Introduction and Ch. 1 “Constructing the Consumer” pp. 1-32.
Manfred Steger, Preface and Ch. 1 “Globalization: A Contested Concept” pp. 1-16.
Jaafar Aksikas, “Prisoners of Globalization: Marginality, Community, and the New Informal Economy in Morocco.”
Mediterranean Politics, Vol. 12, #2, 249–262, July 2007.
FIELD ASSIGNMENTS (Casablanca, Morocco, September 3-6):
Students may choose one (or more) of the following assignments:
Investigate and document visible legacies of French colonial rule on Moroccan society.
Make observations about informal economic activities, wealth distribution, and poverty.
Document the place of Islam in the political economy of Morocco.
Take notes on the experience of doing field research in light of our class discussion of the topic.
Recommended in-port programs:
CAS15 CASABLANCA CITY ORIENTATION (1330-1730) Minimum 21/Maximum 86 (PRICE: $39) PRE-SALE ONLY
SEPTEMBER 7 & 9 (A4 & A5)
THE CREATION OF A GLOBAL POLITICAL ECONOMY. Modes of production and social formations: Communal mode of
production, archaic states, industrial capitalism, socialism, and Marx‟ vision of communism. The place of slavery and colonialism in
human history.
Reading assignments:
Richard Robbins, Part 1. Ch. 2 “The Laborer in the Culture of Capitalism‟” pp. 33-54, & Ch. 3 “The Rise and Fall of the
Merchant, Industrialist, and Financier” pp. 55-95. [Focus on the historical information.]
“Introduction” in James Ferguson, Global Shadows: Africa in the Neoliberal World Order.
All students must pick a main topic, which they will research throughout the journey, discuss their choice with the
instructor, and start their data collection.
SEPTEMBER 11 (A6)
GLOBALIZATION AND THEORIES OF SOCIAL CHANGE. This class focuses on various ways of understanding social change,
including modernization/neoliberal, dependency/ world systems theories, and indigenous peoples‟ perspectives. Why did (do)
some populations change their ways of making a living quite rapidly, while others have done so much more slowly? What is the
role of institutionalized power structures and human agency in promoting or preventing change?
Reading assignments:
Manfred Steger, Ch. 2 “Globalization and History: Is Globalization a New Phenomenon?” pp. 17-37.
Immanuel Wallerstein, “The Rise and Future Demise of the World Capitalist System,‟ pp. 63-69,”Joseph E. Stiglitz
“Globalism's discontents” pp. 200-207, and Amartya Sem, “How to judge globalism” pp. 16-21 in Lechner, Frank & John
Boli, eds. (2008) The Globalization Reader.
Additional recommended readings:
E. Gyimah-Boadi, “Another Step Forward for Ghana,” Journal of Democracy, Vol. 20, # 2, (2009) [Word Document, 6
pp.]
Emmanuel Akyeampong & Pashington Obeng, “Spirituality, Gender, and Power in Asante History” in Oyeronke Oyewumi,
ed. (2005) African Gender Studies. A Reader, pp. 23-48.

FIELD ASSIGNMENTS (Tema, Ghana, September 13-16):
Students may also choose one (or more) of the following assignments:
Investigate visible legacies of the Atlantic slave trade and British colonialism.
Investigate the nature of West African pre-colonial states and the way they have changed over time in response to the
slave trade, colonial, and neo-colonial imperatives.
Observe and take notes on the ways in which life in Jukwa has changed in the last two decades and the reasons why these
changes have occurred as viewed through the eyes of the local population
[FDP: FRÖLANDER-ULF] ACR27 FROM DIRT ROADS TO4G NETWORKS: THE “NEW AFRICA” (07:00 Day 2 –20:00
Day 3) Minimum 18/Maximum 30(PRICE: $293 + OOPEX) PRE-SALE ONLY (This FDP is strongly recommended for this
course)
Other recommended in-port programs:
ACR23 CASTLES AND SLAVE DUNGEONS -GROUP A (0700-2000) Minimum 30/Maximum 80(PRICE: $116) PRE-SALE
ONLY [FDP: HUNT & NELSON]
ACR12TEMA/GAQUEEN MOTHERS (1000-1400) Minimum 15/Maximum 40(PRICE: $67) PRE-SALE ONLY
ACR16ENVIRONMENTAL ACTIVISM & POLICY IN GHANA (1030-1200, On Ship) Minimum 12/No Maximum (PRICE:
$9) PRE-SALE ONLY [FDP: MOLLOY]
ACR34GLOBAL MAMAS: MICRO-LENDING IN ACTION (0800–1600) Minimum 20/Maximum 30(PRICE: $77) PRE-
SALE ONLY
SEPTEMBER 18 (A7)
COMMUNAL MODES OF PRODUCTION. The political economy of bands, tribes and chiefdoms. What do they teach us? Why
are subsistence economies incompatible with industrial capitalist and socialist states?
Reading assignments:
Sahlins, Marshall D., (1972) “The Original Affluent Society” in Stone Age Economics. Chicago.
Richard Robbins, Part 2. Ch. 9 “Indigenous Groups and Ethnic Conflict” pp. 234-259.
“UN Declaration on the Rights of Indigenous Peoples” http://www.iwgia.org/sw248.asp
SEPTEMBER 20 READING DAY
SEPTEMBER 21 (A8)
THE POLITICAL ECONOMY OF CONTEMPORARY SOUTH AFRICA.
Reading assignments:
Patrick Bond, "North versus South: Expect More Global Apartheid--and [South African] Collaboration--in 2006."
MRZine, January 7. (http://mrzine.monthlyreview.org/2006/bond070106.html)
Patrick Bond, Darlene Miller and Greg Ruiters (2000)”The Southern African Working Class: Production, Reproduction
and Politics" pp. 119-142 in Panitch and Leys, eds. [Available on line at
http://socialistregister.com/index.php/srv/article/view/5758/2654 ]
e Sylvain, “Disorderly development: globalization and the idea of culture in the Kalahari.” American Ethnologist
32(3): 354-70.
Jacqueline Solway, Human Rights And Ngo „Wrongs‟: Conflict Diamonds, Culture Wars And The „Bushman Question‟
Africa, 79 (3):321-346, 2009
DUE DATE: Reading Reflection assignment #1
FIELD ASSIGNMENTS (Cape Town, South Africa, September 23-28):
Students may choose one (or more) of the following assignments:
Investigate South African wealth distribution and the creation of urban slums in the context of South African colonial
history and apartheid.
Specifically familiarize themselves with the conditions faced by the San people today.
Investigate the role of transnational mining companies, including DeBeers, in South Africa.
Document the changes (or the lack thereof) that have occurred since Black South Africans got the right to vote in South
Africa.
[FDP: FRÖLANDER-ULF] CAP09 !KHWA TTU ROUTE (1230-1900) Minimum 23/Maximum 40 (PRICE: $94) PRE-SALE
ONLY (This FDP is highly recommended for this course)
Other recommended in-port programs:
CAP06 RELIGIOUS RESPONSES TO CLIMATE CHANGE IN SOUTH AFRICA (1000-1700) Minimum 15/Maximum 30
(PRICE: $99) PRE-SALE ONLY [FDP: SPENCER]
CAP29 ROBBEN ISLAND OVERNIGHT (1000 Day 2 – 1045 Day 3) Minimum 19/Maximum 40 (PRICE: $410) PRE-SALE

CAP63 CAPE TOWN, APARTHEID & ROBBEN ISLAND (0815-1715) Minimum 36/Maximum 80 (PRICE: $159) PRE-SALE
ONLY [FDP: CASTEEN & BUNCK]
CAP68 BISHOP PETER STOREY: INTERFAITH RESISTANCE TO APARTHEID & WALKING TOUR OF CAPE TOWN (1145-
1700) Minimum 21/Maximum 24 (PRICE: $51) PRE-SALE ONLY
CAP32 TOWNSHIP HOMESTAY – GROUP A (1600 Day 2 – 1000 Day 3) Minimum16/Maximum 32 (PRICE: $124) PRE-SALE
ONLY
CAP44 OPERATION HUNGER - GROUP A (0900-1800) Minimum 35/Maximum 40 (PRICE: $48) PRE-SALE ONLY
SEPTEMBER 29 AFRICA REFLECTION
SEPTEMBER 30 (A9)
ARCHAIC AND MODERN NATION-STATES. Causes and cultural consequences of state formation. Effects of European
colonial domination on South and Southeast Asian archaic states. Global capitalism and the nation-state.
Reading assignments:
Richard Robbins, Part 1. Ch. 4 “The Nation-State in the Culture of Capitalism” pp. 96-121.
Manfred Steger, Ch. 4 “The Political Dimension of Globalization” pp. 58-70.
Strange, Susan (2008) “Declining authority of states” pp. 219-224, in Lechner & Boli, eds. The Globalization Reader.
James Heitzman and Robert L. Worden, editors. India: A Country Study. Washington: GPO for the Library of
Congress, 1995. http://countrystudies.us/india/15/htm [Word document 6pp.]
Ronald J. Cima, ed. Vietnam: A Country Study. Washington: GPO for the Library of Congress, 1987. Library of
Congress http://countrystudies.us/vietnam/15.htm [Word document 4pp.]
OCTOBER 2 (A10)
GLOBAL INSTITUTIONS, POVERTY AND INEQUALITY. Transnational corporations, international lending and trading
agencies, and international aid agencies. Analyzing global institutional economic and power structures in the creation and
alleviation of poverty and inequality.
Reading assignments:
Manfred Steger, Ch. 3 “The Economic Dimension of Globalization” pp. 38-57.
Richard Robbins, Part 1. Ch. 3 Revisit “The Rise and Fall of the Merchant, Industrialist, and Financier” pp. 55-95
[Focus on contemporary conditions.] Part 2. Ch. 6 “Hunger,, Poverty, and Economic Development” pp. 155-182, Ch. 8
“Health and Disease” pp. 207-233.
Mike Davis, Planet of Slums, Ch. 2 “The Prevalence of Slums” pp. 20-49, Ch. 7 “SAPing the Third World” pp. 151-173
Documentary: NOW segment on cotton farmers in Burkina Faso and the United States.
OCTOBER 4 PORT LOUIS, MAURITIUS
Recommended in-port program:
MAU01 VISIT TO THE UNIVERSITY OF MAURITIUS (On Arrival – 1400) Minimum 16/Maximum 40 (PRICE: $58)
OCTOBER 6 (A11)
INDUSTRIAL CAPITALISM AND THE CULTURE OF CONSUMPTION. Selling U.S. material culture
and consumption patterns around the world.
Reading assignments:
Manfred Steger, Ch. 5 “The Cultural Dimension of Globalization” pp. 71-83.
Richard Robbins, Part 1. Ch. 1 Revisit “Constructing the Consumer” [Focus on contemporary conditions.]
Kroll & Robbins, Ch. 9: Global Trade of Electronic Waste. Elizabeth Grossman, “Where Computers go to Die and Kill”
(pp. 155-164)
James L Watson, “McDonald's in Hong Kong“ from Lechner and Boli, eds., The Globalization Reader (pp. 125-140)
OCTOBER 8 (A12)
GLOBAL POLITICAL ECONOMY OF HUMAN-ENVIRONMENTAL RELATIONSHIPS.
In this segment we examine the effects of a variety of global-reach institutions (corporations, militaries, international
agencies) on the natural environment and people‟s relationships to it and contrast this with human-environmental
interactions in communal modes of production.
DUE DATE: Reading Reflection assignment #2
Reading assignments:
Richard Robbins, Part 2. Ch. 7 “Environment and Consumption” pp. 155-206.

Manfred Steger, Ch. 6 “The Ecological Dimension of Globalization” pp. 84-97.
Vandana Shiva, Soil, Not Oil, Ch. 1-3 (pp. 1-94)
Mike Davis, Planet of Slums, Ch. 6 “Slum Ecology” (pp. 121-150)
FIELD ASSIGNMENTS (Chennai, India, October 10-15):
Students may choose one (or more) of the following assignments:
Document legacies of pre-colonial state formation in India.
Observe and document consumption patterns among the wealthy and the poor in Chennai.
Gather data from local organizations concerned about dam-building projects, impoverished farmers, homelessness, and/or
urban slum conditions.
Collect data about living conditions in Chennai that either support and/or contradict Mike Davis‟ descriptions in Planet of
Slums
Recommended in-port programs:
CHE11 VISIT TO A CALL CENTER: PEROT SYSTEMS (TBA) Minimum 15/ Maximum 30 (PRICE: TBA) [FDP: AULETTE]
CHE28 CHILD LABOR IN RURAL INDIA: OVERNIGHT VILLAGE STAY (1300 Day 2 – 1830 Day 3) Minimum
20/Maximum 50 (PRICE: $59) PRE-SALE ONLY
CHE53 SOCIOECONOMIC PROBLEMS IN CHENNAI – GROUP A (0830-1230) Minimum 15/Maximum 30 (PRICE: $32)
OCTOBER 16 INDIA REFLECTION
OCTOBER 17 (A13)
GLOBAL POLITICAL ECONOMY OF WORK. Here we analyze the historical constitution of a capitalist labor force and the
more recent patterns of labor force segmentation, outsourcing, and migratory flows. What are the major issues confronting
workers in India and Hong Kong and in Export Processing Zones in Malaysia, Vietnam, and China and workers in the capitalist
economies of the U.S. and Europe?
Reading assignments:
Richard Robbins, Ch. Part 1. Ch. 2 “The Laborer in the Culture of Capitalism‟” pp. 33-54.
Chang, Leslie, Factory Girls, Ch 4 “The Talent Market” (pp. 73-97), Ch. 5 “Factory Girls” (pp. 98-119), Ch. 7 “Square and
Round” (pp. 171-205).
Readings on workers‟ movements/tourism
Documentary: China Blue (if available)
DUE DATE: Turn in your academic journal
FIELD ASSIGNMENTS (Penang, Malaysia, October 19-21):
Students may choose one (or more) of the following assignments:
Take field notes on what they observe about rank and class inequalities and compare these to what they have observed in
previous ports of call.
Take field notes on the relationships between tourists and the local population.
Based on their own observations, reflect on the ways in which industrial capitalism is impacting the Malaysian population.
Recommended in-port programs:
PEN11 ETHNIC COMMUNITIES IN MALAYSIA (1030-1530) Minimum 15/Maximum 30 (PRICE: $33) [FDP: HUNT &
THOMAS]
PEN22 INDIGENOUS INDUSTRIES NEAR PENANG: RUBBER, PALM OIL AND RICE (0930-1730) Minimum 16/Maximum
38 (PRICE: $71)
OCTOBER 23 (A14)
GLOBAL POLITICAL ECONOMY OF MILITARISM. In this class period we investigate the economic,
political and cultural dimensions of civil wars, foreign occupations, the international weapons trade and „extra-legal‟
violence.
Reading assignments:
Manfred Stager, Ch. 7 “Ideologies of Globalization…” pp. 98-135.
Nordstrom, Carolyn (2007) Global Outlaws: Crime, Money and Power in the Contemporary World, Ch. 1 “The War
Orphan” pp. 3-9, Ch. 12 “Ports” pp. 115-127, Ch. 13 “Drugs pp. 129-137. Ch. 14 “The Culture of Criminals” pp. 139-146;
Ch. 16 “The World Port” pp. 157-165.
Nordstrom (2004) Shadows of War: Violence, Power and International Profiteering in the Twenty-First Century, Ch. 5
“Violence” pp. 55-70, Ch. 16 “Why Don‟t‟ We Study the Shadows?” pp. 225-238.
Jeremy Scahill, “Blackwater's Black Ops,” The Nation, September 15, 2010.
http://www.thenation.com/article/154739/blackwaters-black-ops

Documentary: “Why We Fight”
FIELD ASSIGNMENTS (Ho Chi Minh City, Vietnam, October 25-31):
Students may choose one (or more) of the following assignments:
Apply what they have learned about colonialism to the history of Vietnam.
Investigate the concepts of socialism and, most recently, state-controlled capitalism in the context of recent Vietnamese
history and contemporary conditions.
Document the visible legacies of U.S. invasion and occupation of Vietnam.
[FDP: FRÖLANDER-ULF] HCM19 FORMER UPI PHOTOGRAPHER AND THE MUSEUM OF WAR REMNANTS – GROUP A
(1300-1730) Minimum 11/Maximum 25 (PRICE: $42) This FDP is highly recommended for this course
[FDP: FRÖLANDER-ULF & GREEN] HCM28 CU CHI TUNNELS AND CAO DAI TEMPLE – GROUP A (0800-1900) Minimum
16/Maximum 80 (PRICE: $59)
Other recommended in-port programs:
HCM11 CLIMATE CHANGE & ENVIRONMENTAL ISSUES IN VIET NAM & THE MEKONG DELTA (0930-1800)
Minimum 20/Maximum 20 (PRICE: $29 +OOPEX) [FDP: SPENCER]
HCM12 BEN THANH MARKET AND MUSEUM OF WAR REMNANTS (WITH LUNCH) (1000-1530) Minimum
20/Maximum 30 (PRICE: $42 + OOPEX) [FDP: RUX]
HCM27 MEKONG DELTA DAY TRIP - GROUP A (0800-1630) Minimum 16/Maximum 80 (PRICE: $46) [FDP: AULETTE]
OCTOBER 31 READING DAY
NOVEMBER 1 (A15)
GLOBAL FINANCE AND TRADE. The impact of transnational corporations and international
organizations, such as the IMF, World Bank and WTO on economic relationships, political power, and culture. How are
„we‟ AND „they‟ affected?
Reading assignments:
Karen Ho (2005) “Situating global capitalisms: A view from Wall Street investment banks,” pp. 137-164, in Jonathan
Xavir Inda and Renato Rosaldo, The Anthropology of Globalization: A Reader.
Peter Kragelund (2009) “Knocking on a wide open door: Chinese investments in Africa.” Review of African Political
Economy Vol.36 No.122 (December 2009), pp. 479-517
Han, Anna M. (2000) “Holding Up More Than Half the Sky: Marketization and the Status of Women in China” in Wing,
Adrien Katherine, ed. (2000) Global Critical Race Feminism: An International Reader.
Documentary: “China Blue” (if available)
FIELD ASSIGNMENTS (Hong Kong & Shanghai, China, November 3-8):
Students may choose one (or more) of the following assignments:
Students are asked to:
Observe and take note of which corporate entities are prominently present in both cities and investigate the degree to
which these influence national policies.
Analyze the nature of consumer culture in both cities: What are the similarities and differences in their own and the locally
observed consumption patterns?
Analyze the effects of transnational corporations on subsistence and work patterns in Hong Kong and Shanghai,
respectively.
Recommended in-port programs:
HKG03 LABOR & ENVIRONMENTAL ISSUES IN CHINESE FACTORY ZONES (0830–1830) Minimum 20/Maximum 20
(PRICE: $62) [FDP: SPENCER]
HKG11 CONCEPTIONS OF HUMAN RIGHTS IN CHINA (1300-1500 On Ship) Minimum 18/Maximum 50 (PRICE: $13) [FDP:
FOWLER & BUNCK]
SHA70 GLOBALIZATION IN CONTEMPORARY CHINA: A PERSONAL VIEW (1400-1600, On Ship) Minimum 12/No
Maximum (PRICE: $10) [FDP: HUNT]
NOVEMBER 9 (A16)
CHALLENGES TO GLOBALIZATION. Small is beautiful?
Reading assignments:
Manfred Steger, Revisit Ch. 7 “Ideologies of Globalization…” [Focus on resistance.]
Vandana Shiva, Soil, Not Oil, Ch. 4 “Soil, Not Oil” pp. 95-132.
E. F. Schumacher, “Buddhist Economics,” http://www.smallisbeautiful.org/buddhist_economics/english.html

CIA Fact Book: Japan
Mari Yamamoto, “Japan's Grassroots Pacifism,” Japan Focus, February 24, 2005 pp.1-6 [http://www.japanfocus.org/-
David-McNeill/2102]
FIELD ASSIGNMENTS (Kobe & Yokohama, November 11-15):
Students may choose one (or more) of the following assignments:
Pick any one of previously assigned field research topics to gather comparative data from Kobe and/or Yokohama.
Investigate Japanese attitudes toward nuclear energy and nuclear weapons.
Investigate the history and contemporary beliefs and practices of Japanese peace movements.
[FDP FRÖLANDER-ULF] KOB28 POPOKI’S PORT ISLAND COMMUNITY PEACE MAP (0930-1700) Minimum 8/Maximum
13 (PRICE: $20 + OOPEX)
Other recommended in-port programs:
KOB14 HIROSHIMA BY BULLET TRAIN (1300-2245) Minimum 35/Maximum 70 (PRICE: $444)
KOB12 OSAKA CASTLE & INTERNATIONAL PEACE CENTER (1300-1800) Minimum 15/Maximum 20 (PRICE: $60
+OOPEX) [FDP: HUFFMAN]
NOVEMBER 16, 18 (A17 & A18)
HUMAN AGENCY AND INSTITUTIONAL CHANGE: PEOPLE’S MOVEMENTS. These course segments focus on a
broad range of resistance movements and strategies, including military resistance, revitalization movements, workers‟
and farmers‟ organizations, liberation theology, political and cultural nationalism, peace movements, and
environmentalism.
Reading assignments:
Richard Robbins, Part 3. Ch. 10 “Peasant Protest, Rebellion and Resistance” pp. 261-289, Ch. 11 “Anti-Systemic Protest”
pp. 290-310, Ch. 12 “Religion and Anti-Systemic Protest‟ pp. 311- 333.
Terry Boswell & Christopher Chase-Dunn “Transnational social movements and democratic socialist parties in the
semiperiphery: On to global democracy,” pp. 317-335 in Chase-Dunn, Christopher and Salvatore J. Babones, eds. (2006)
Global Social Change: Historical and Comparative Perspectives.
NOVEMBER 19 READING DAY
NOVEMBER 20 & 22 (A19 & A20)
THE UNITED STATES: A COLONIAL POWER? Are American Indian nations and Hawai‟i “Domestic
colonies” of the United States? What are indigenous peoples in North America and Hawai‟i thinking and doing about the
issue of sovereignty and self-determination?
DUE DATE: Reading Reflection Assignment #3
Reading assignments:
Haunani-Kay,Trask, “Ho‟okupu aKa Lahui Hawai‟i: The Master Plan 1995” pp. 211- 236 in Native Daughter: Colonialism
and Sovereignty in Hawai‟i
Documentaries: “Hawai‟i‟s Last Queen” & “Spirits for Sale”
FIELD ASSIGNMENTS (Hilo, Hawai’i, November 24):
Students may choose one (or more) of the following assignments:
Observe and take notes on the impact of the tourism industry on Hawai‟ian culture
Learn about contemporary efforts by indigenous Hawai‟ians to gain greater autonomy from U.S. economic, political, and
cultural domination.
Investigate the importance of Hawai‟i for U.S. strategic military interests.
NOVEMBER 25 & 27 (A21 & A22)
GLOBAL TO LOCAL: LOCAL TO GLOBAL. These two class periods give us the opportunity to pull together the
wealth of information that we have been given and gathered ourselves on the journey. We reflect on the nature of our
relationships to each other across the planet in class discussions and group presentations.
Reading assignments:
Manfred Steger, Ch. 8 “Assessing the Future of Globalization” pp. 129-135.
Otero, Gerardo (2004). “Global Economy, Local Politics: Indigenous Struggles, Civil Society and Democracy.” Canadian
Journal of Political Science 37(2):325-346.
Barry Bearak, “For Some Bushmen, a Homeland Worth the Fight,” New York Times, Nov 5, 2010.
Vandana Shiva, Soil, Not Oil, “Conclusion. Unleashing Shakti: Our Power to Transform,” pp. 133-144.

NOVEMBER 29 READING DAY
NOVMEBER 30 (A23)
WHAT CAN WE DO? WHAT SHOULD WE DO? WHAT SHOULDN’T WE DO? The final question we
ponder is what we intend to do with all the knowledge we have been privileged to receive. Anthropologists and other
social scientists have developed ethical guidelines to ensure the safety and privacy of the people they work with. But do
our responsibilities as anthropologists and ordinary citizens go beyond this?
Reading assignments:
Richard Robbins, Ch. 13 “Constructing the Citizen Activist” pp. 334-352.
Noah Shachtman, “An Army Anthropologist‟s Controversial culture Clash;”
http://www.wired.com/dangerroom/2008/09/controversial-a/
Norman Solomon, “No. Higher Consciousness Won‟t Save Us,” http://www.zcommunications.org/no-higherconsciousness-won-t-save-us-by-norman-solomon
Emily Benedek, “My Mom Always Says, „Never Trust a White Person,‟” in Beyond the Four Corners of the
World. A Navajo Woman‟s Journey, Ch. 4. pp. 27-35.
Documentary: “The Seattle Syndrome” (or other documentary on transnational people‟s movements)
DUE DATE: Written field component (see Explanation of Course Requirement, Written Assignments d.)
DECEMBER 2 STUDY DAY
DUE DATE: Journal Assignment
DECEMBER 4-5 PUNTARENAS, COSTA RICA
DECEMBER 6: FINAL EXAM
DECEMBER 9-11 HAVANA, CUBA
Recommended in-port programs: TBA
DECEMBER 12 REFLECTION & CONVOCATION
EXPLANATION OF COURSE REQUIREMENTS:
Class Preparation, Attendance and Participation (15% of grade)
It is in the classroom that the important work of integrating readings and field experience is taking place in this course.
Therefore, class preparation, attendance, and general participation are monitored and highly valued as course requirements.
One unexcused absence is allowed. Any further unexcused absences are penalized by an automatic loss of a full grade for
every missed class. You must show a nurse‟s or doctor‟s note in order to be excused from class.
Written Assignments
a. Three reading reflection exercises (5% each; total 15% of grade)
Periodically, I will give students questions about the readings assigned for the next class and ask that they write responses,
bring them to class, and submit them to me for evaluation. Three of these will be graded. The goal is to help guide students‟
understanding and integration of the materials and their critical reading skills as well as to improve the quality of class
discussions.
b. Graded Journal (10%) The journal allows students to keep track of what they have read, heard, observed and experienced
throughout the semester. At least five entries about observations/experiences in each port-of-call should explicitly address
course-related issues, including one or more of the Field Assignment questions listed for each port. The journal also provides a
way for them to participate in the reflection sessions where we share in-port experiences and lessons learned. Students must
submit the journals twice during the semester for feedback and finally for grading at the end of the journey.
c. One take-home final essay exam (25% of grade)
This exam gives students an opportunity to demonstrate their understanding of the course materials and their relevance to the
field work assignments and cultural experiences in the countries visited. Students receive study questions ahead of time from
which I will select some (they will not know which ones) for them to answer in class.
d. Field component (20% of grade)

Students are organized into sets of field partners who focus their research on one of the major topics of the course and who
will submit two jointly-written papers (3-4 –pages each), one for each of the two ports they choose as their primary field sites.
Each paper will describe partners‟ observations, relate the observations to relevant issues in their course material, and analyze
similarities and differences in partners‟ interpretations of their observations. It is also possible for a student to work alone. All
students must consult with the instructor about the topic(s) they intend to research at the very latest by September
9th.
In-class Team Presentation (15% of grade)
Each field partner team (or individual) will give one well-organized, 10-minute class presentation that discusses their
assigned/chosen field research topic, with the data they collected in the ports they selected for their fieldwork and additional
supportive data gathered from other sources. The goal is to share experiences, encourage the integration of readings,
discussions, and fieldwork, and stimulate lively discussion among student colleagues.
PLEASE NOTE: You MUST participate in at least ONE (and preferably TWO) of the faculty-directed practicums (FDPs)
listed below.
FROM DIRT ROADS TO 4G NETWORKS: THE NEW AFRICA
!KHWA TTU ROUTE (SAN CULTURE AND EDUCATION CENTRE)
UPI PJOTOGRA[HER & THE WAR REMNANTS MUSEUM
CU CHI TUNNELS AND CAO DAI TEMPLE
POPOKI’S PORT ISLAND COMMUNITY PEACE MAP
The other recommended programs (if any) for each port are only suggestions at this point. You will receive more specific
instructions in the beginning of the semester.
TEXT BOOK INFORMATION
AUTHOR: Robbins, Richard
TITLE: Global Problems and the Culture of Capitalism
PUBLISHER: Prentice-Hall
ISBN-10 #0205801056
ISBN-13#978-0205801053
DATE/EDITION: 2010 (5 th ed.) (4 th ed. In SAS library)
COST: $61.50
AUTHOR: Steger, Manfred
TITLE: Globalization. A Very short Introduction
PUBLISHER: Oxford University Press
ISBN-10 #0199552266
ISBN-13#978-0199552269
DATE/EDITION: 2009 Updated (In Alderman but not in SAS library)
COST: $8.54
AUTHOR: Shiva, Vandana
TITLE: Soil, Not Oil: Environmental Justice in an
Age of Climate Crisis
PUBLISHER: South End Press
ISBN-10 #0896087828
ISBN-13#978-0896087828
DATE/EDITION: 2008
COST: $15.00
"Men [people] fear thought more than they fear anything else on earth…Thought is subversive and revolutionary,
destructive and terrible; thought is merciless to privilege, established institutions, and comfortable habits…But if
thought is to become the possession of many, not the privilege of the few, we must have done with fear. It is fear that
holds men [people] back - fear lest their cherished beliefs should prove delusions, fear lest the institutions by which
they live should prove harmful, fear lest they themselves should prove less worthy of respect than they have supposed
themselves to be." (Bertrand Russell, from Principles of Social Reconstruction, 1916. Quoted in Erich Fromm, On
Disobedience and Other Essays, Routledge & Kegan Paul, 1984, pp.34-5)