The point of relevant learning is to change the terms of public debate, and to determine what we do now, once we understand: who profits from the conditions under which the workers and unemployed live?
Segments of all the teaching units | Instances of this particular teaching unit | Commentary & Resources |
---|---|---|
Conceptst to define: |
Exploitation |
Jalee, How capitalism Works (1977) |
Unit of analysis: |
Integrated world economy |
Martin & Beittel, Toward a global sociology? (1998) |
Historical explanation: |
Positivism |
Arrighi, Adam Smith in Beijing (2008) |
Rules of evidence: |
How do you explain/predict social crises? |
|
Cases to study |
Senegal, in context of |
This is based on the field work done by the research group and library work done by research assistants and students in the course. |
Comparative criteria |
Government investment in public services |
Cha-Jua & Lang, Strategies for Black liberation in the era of globalism. The Black Scholar, 29 (4), 25-47 |
Application/ |
Passing on problem solving methods from one generation to another: local knowledge production, popular culture and archives |
Freire, P. (2000). Pedagogy of the Oppressed |
Concepts redefined |
Exploitation, Class- race -gender, Racial capitalism, Globalization, Impoverish-ment, Food security, Document |
|