Global Studies 300
Local Responses to Global Issues: Case Studies from Around the World
M, W 2:30-3:45 Salazar 2014
Professor Tom Shaw
Fall 2016


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

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

Course Objectives

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

Course Readings

Autobiography #1: Unbowed, by Wangari Maathai
Autobiography #2: Witness to Aids, by Edwin Cameron

Biography: Mountains Beyond Mountains, by Tracy Kidder
Documentary (non-fiction): Fanshen, by William Hinton

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

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

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

Evaluation Criteria

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

Participation 10%
Exams (2) 30%
Presentation 25%  Oral Presentation Sign-up Schedule Here
Research Paper 35% (7-9 pgs, dbl spaced, not including bibliography or title page)

Thesis statement 15%
Annotated outline 15%
Paper 70%

Class Schedule





I.  The ecology of health pandemics:  TB and AIDS

Weds, Aug 24

Introduction to course

Mon Aug 29

Disease environments:  man and nature
video on 'secondary hosts'

Read NY Times article here; another NY Times article
Read Book:
Witness to Aids , Chap 6 (quiz on chapter in class possible) 

Weds, Aug 31

Dichotomy:  Prevention vs Treatment;  Pros and cons of patents
Video:  Patents and Patients VHS 5797

Read Book:  Witness to Aids , Chap 7 (quiz on chapter in class possible);  Amendment to TRIPS
Sign up for oral presentation topic/week. 
(quiz on chapter in class possible)  Donations by pharma to candidates

Mon, Sep 5

How to give an effective oral presentation
Treatment cultures:  beliefs, poverty, racism, "denial"  Is treatment unlikely?

Read: treatment adherence & HIV/Aids and Sorcery

Weds, Sep 7

Effective research topics
Treatment ethics - Farmer's and others'

Read: Mountains Beyond Mountains, Pgs. 3-121  (quiz on chapter in class possible)

Mon, Sep 12

Anthropology, and the intersection of germs, culture and poverty Treatment challenges using pharmaceuticals
Mountains Beyond Mountains, Pgs. 125-177  (quiz on chapter in class possible)

Weds, Sep 14

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

Also due Mon 9/19: Two paragraphs describing the topic, and the analysis you are planning for your final paper.

Mon, Sep 19


II. Environment, Resources and the People: 

Weds, Sep 21

Standing up for the environment

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

Mon, Sep 26 Environment is the people's interest Read:  Unbowed  Pgs. 98-205.  (quiz on chapter in class possible)

Weds, Sep 28

Environment and Human Rights

Read:  Unbowed  Pgs. 206-298  (quiz on chapter in class possible)

Mon, Oct 3

Sustainability standards and certification. 

Read:  Standards initiatives. Pgs. 4, 8-9, 19-25 (quiz possible) 

Weds, Oct 5

Product-specific initiatives

Read:  Standards initiatives. Pgs. 34-58.  (quiz possible) Pick a commodity, read, present ; 10 groups

Mon, Oct 10

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

Weds, Oct 12

Mon, Oct 17

EXAM: Health pandemics & Environmental degradation


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

Weds Oct 19
Introduction: Inequality can make you sick Read article on inequality research.   Watch Wilkinson on Spirit Level
Mon, Oct 24 Marx on consciousness, and class.  Marx: base, infrastructure, superstructure  
Weds, Oct 26
Chinese landlords, Chinese peasants
Setting the stage:  the field of players and their interests

Book: Fanshen.   Chaps. 1,2,3, 8-11  (quiz on chapter in class possible)
Film: China: A Century of Revolution (DVD 702); Video: Gentry Fashion
Mon, Oct 31 Land redistribution and collectivization:  Collectives
To each according to their need....

Read Fanshen Chaps. 13-16, 20-24  (quiz on chapter in class possible)

Weds, Nov 2

Descent into chaos
Identifying the class enemy

Finish Fanshen,  Chaps 29-34  (quiz on chapter in class possible)
Movie:  Up the Yangtze  DS793
Due: Annotated Outline of Final Paper

Mon, Nov 7
Weds, Nov 9

Student Presentations: Current Struggles for Economic Equality in China

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

Mon, Nov 14

Standing Marx on his head: the primacy of values over economics;
Clash of cultures/civilization

Read: Culture Matters
Weds, Nov 16 Democratic pluralism  
Mon, Nov 21 Contexts that influence contraction  
Weds, Nov 23


Mon, Nov 28 Fundamentalism, Nativism and the decline of democratic pluralism
Weds, Nov 30
Student Presentations: End of multiculuralism  
Mon, Dec 5 Student Presentations: End of multiculuralism
Weds, Dec 7

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

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

EXAM: Inequality & End

Class Policies

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