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This document contains Chapters 10 to 11 Chapter 10: Global Political Economy—A Search for Equity in the Dependent System Classroom Analytical Activities and Discussion Questions Although the following activities focus on classroom activities, they also can serve as outside assignments with slight modifications. 1. Ask the students of imagine they applied for a job with the Acme Company as a chief trade adviser. During the job interview, the CEO of Acme tells them that in the past four decades Acme’s source of income shifted from primarily do¬mestic to primarily international sales. She understands that this expansion of trade is not unique to Acme, but she wants the students to explain why this dramatic increase oc¬curred. Have the students debate the various causes. In responding to the CEO of Acme's question about the dramatic increase in international sales over the past four decades, students could consider several key factors that have contributed to this shift: 1. Globalization: The overarching trend of globalization has led to increased interconnectedness between countries, facilitating the expansion of international trade. Factors such as improved transportation, communication, and technology have made it easier for companies like Acme to engage in cross-border trade. 2. Market Access: Access to new and emerging markets has been a significant driver of international sales growth. As countries have liberalized their economies and reduced trade barriers, companies like Acme have been able to tap into previously untapped markets, expanding their customer base and sales opportunities. 3. Economic Development: The rapid economic development of countries such as China, India, and Brazil has created new opportunities for companies to sell their products and services. These countries have become major players in the global economy, offering lucrative markets for companies looking to expand internationally. 4. Competitive Pressures: Globalization has intensified competition in many industries, pushing companies to seek new markets and opportunities for growth. Companies like Acme may have expanded internationally in response to competitive pressures in their domestic markets. 5. Resource Acquisition: International expansion can also be driven by the need to access key resources such as raw materials, labor, or technology that may not be readily available in the company's home country. 6. Strategic Reasons: Companies may expand internationally for strategic reasons, such as diversifying their revenue streams, reducing dependence on a single market, or gaining a competitive advantage through access to new markets or technologies. In debating these various causes, students could explore how each factor has contributed to Acme's shift towards primarily international sales and discuss the implications of this shift for the company's future growth and competitiveness. 2. There has been a dramatic expansion of international trade since 1945. Ask students to explore how this expansion influenced the United States country and its trading partners, the international politi¬cal system. Also, probe students on how the expansion affected them, their family, and their friends. The dramatic expansion of international trade since 1945 has had profound effects on the United States and its trading partners, as well as on the international political system. Here's a framed answer to the question: The expansion of international trade since 1945 has significantly influenced the United States and its trading partners in several ways. Economically, it has led to increased prosperity and economic growth for many countries, including the United States, by opening up new markets and promoting specialization. This has resulted in the creation of millions of jobs and the development of new industries. However, it has also led to increased competition, which has put pressure on certain industries and led to job losses in some sectors. Politically, the expansion of international trade has contributed to the strengthening of international institutions such as the World Trade Organization (WTO) and the International Monetary Fund (IMF), which have played a key role in regulating and facilitating global trade. It has also led to the formation of regional trade agreements such as the European Union and NAFTA, which have further promoted trade and economic integration among member countries. The expansion of international trade has also had a significant impact on individuals and communities. For many people, it has led to increased access to a wider range of goods and services at lower prices, improving their quality of life. However, it has also resulted in the displacement of some workers and the decline of certain industries, leading to economic hardship for some individuals and communities. In conclusion, the expansion of international trade since 1945 has had far-reaching effects on the United States, its trading partners, and the international political system. While it has brought about many benefits, it has also posed challenges that need to be addressed through effective policies and strategies. 3. Before students read the chapter, have them discuss the following statement: “The economic pattern of disparity that ex¬ists between North and South has existed for a long time. The issue is whether or not, pragmatically or morally, it can be allowed to continue much longer” Record and save stu¬dents’ arguments, pro and con, and the evidence they use to support them. Then, after students read the chapter, discuss the same quotation. Examine how the lists are similar or different. Ask students to explain any changes, and ask them if this reflects information from the chapter. A variation on this activity would be to conduct a class poll asking if their country should do more, less, or maintain current levels with regard to assistance to LDCs. Conduct the same poll at the end of the chapter and discuss the shifts, if any, in student responses. Before reading the chapter, students discussing the statement about the economic disparity between the North and South may present various arguments: Pro: • The disparity is unjust and unsustainable, leading to significant human suffering in the Global South. • Addressing the disparity is not just a moral imperative but also a pragmatic necessity to ensure global stability and security. • Failure to address the disparity could lead to increased migration, conflict, and environmental degradation, affecting all countries. Con: • The economic disparity is a natural outcome of differing levels of development and should not be interfered with. • Attempts to address the disparity through aid or other means may be ineffective or even harmful, leading to dependency and corruption. • Each country should focus on its own development before considering assistance to others. After reading the chapter, students may revisit their initial arguments and possibly change their perspectives based on the information presented: Changes in Arguments: • Students may be more inclined to support addressing the disparity after learning about the historical and structural factors that contribute to it. • They may recognize the interconnectedness of the global economy and the importance of addressing issues in the Global South for global stability. • Some students may still hold reservations about the effectiveness of aid but may be more open to exploring alternative approaches. The class poll on whether their country should do more, less, or maintain current levels of assistance to LDCs may show shifts in responses after reading the chapter: • More students may be inclined to support doing more or maintaining current levels of assistance, reflecting a deeper understanding of the issues. • Some students may still advocate for doing less, but their arguments may be more nuanced, considering the complexities of the global political economy. Overall, the discussions and poll results are likely to reflect a more informed and nuanced understanding of the economic disparities between the North and South, as well as the complexities of addressing them. 4. Explore with the class why political scientists who are realists would most likely be attracted to a nationalist approach, while idealists might find a structuralist approach more attrac¬tive. Political scientists who are realists tend to focus on the state as the primary actor in international relations and emphasize the pursuit of power and national interest. Therefore, they would likely be attracted to a nationalist approach, which prioritizes the interests of the nation-state above all else. Nationalism aligns with realist views by emphasizing the importance of state sovereignty, security, and autonomy in the international system. On the other hand, idealists in political science tend to emphasize international cooperation, human rights, and global justice. They are more likely to be attracted to a structuralist approach, which looks at the broader structures and systems that influence international relations. Structuralism focuses on how global economic, political, and social structures shape the behavior of states and other actors. Idealists may find this approach more attractive because it allows for a more holistic and interconnected view of global issues, aligning with their emphasis on cooperation and ethical considerations in international relations. 5. Have the class imagine that they will deliver a presentation describing the future economic conditions of the North to the U.S. president’s Council of Economic Advisers. Ask them what predictions they will make, and have them describe how these economic conditions might influ¬ence world politics. In imagining a presentation to the U.S. president's Council of Economic Advisers regarding the future economic conditions of the North, students might make the following predictions: 1. Continued economic growth: Given the historical trend of economic growth in the North, students might predict that this growth will continue, albeit possibly at a slower rate due to various factors such as demographic changes, technological advancements, and global competition. 2. Increasing income inequality: Students might predict that income inequality within the North will continue to grow, leading to social and political tensions within countries and potentially impacting government policies. 3. Shift towards knowledge-based economy: As technology and innovation continue to advance, students might predict a further shift towards a knowledge-based economy in the North, with a focus on industries such as information technology, biotechnology, and renewable energy. 4. Continued globalization: Globalization is likely to continue shaping the North's economy, with increased interconnectedness and interdependence among countries, leading to both opportunities and challenges. 5. Impact on world politics: These economic conditions in the North are likely to influence world politics in several ways. Increased income inequality could lead to social unrest and political instability, both domestically and internationally. The shift towards a knowledge-based economy could affect the distribution of power among countries, with those leading in technology and innovation gaining a competitive edge. Globalization could lead to further integration of economies, but also to tensions and conflicts over trade, resources, and influence. Overall, the future economic conditions of the North are likely to be characterized by a mix of continued growth, income inequality, technological advancement, and globalization, all of which will have significant implications for world politics. 6. Prepare an overview of how the U.S. automobile industry continues to be weak and to suffer from foreign competition. Explain that steel, electronics, textiles, and a wide range of other industries also claim unfair competition from foreign products has injured them. Have the class debate whether the United States should impose tariffs and other trade barriers to protect threatened industries. The U.S. automobile industry has faced challenges and competition from foreign manufacturers for several decades. Factors contributing to its weakness include: 1. Foreign competition: Foreign automakers, particularly from Japan, South Korea, and Germany, have been able to produce high-quality vehicles at competitive prices, putting pressure on U.S. automakers. 2. Shift in consumer preferences: There has been a shift in consumer preferences towards smaller, more fuel-efficient vehicles, which many foreign automakers were quicker to produce than their U.S. counterparts. 3. Labor costs: U.S. automakers have faced higher labor costs compared to some foreign competitors, leading to challenges in cost competitiveness. 4. Legacy costs: U.S. automakers also face significant legacy costs, including pensions and healthcare for retired workers, which have added to their financial burden. Similar challenges have been faced by industries such as steel, electronics, textiles, and others, which claim unfair competition from foreign products has injured them. They argue that tariffs and other trade barriers should be imposed to protect threatened industries. Arguments in favor of imposing tariffs and trade barriers may include: • Protecting domestic industries and jobs: Tariffs can help protect domestic industries from being undercut by cheaper foreign products, thus preserving jobs and supporting local economies. • Ensuring fair competition: Some argue that foreign competitors may engage in unfair trade practices, such as dumping products at below-market prices, which can harm domestic industries. • National security: Protecting certain industries, such as steel, may be deemed critical for national security reasons, as they are essential for infrastructure and defense. However, there are also arguments against imposing tariffs and trade barriers: • Consumer impact: Tariffs can lead to higher prices for imported goods, which may harm consumers by reducing their purchasing power and limiting choices. • Retaliation: Imposing tariffs can lead to retaliation from trading partners, potentially escalating into a trade war that could harm the overall economy. • Efficiency: Tariffs can reduce economic efficiency by protecting inefficient industries and preventing resources from flowing to more productive sectors of the economy. In conclusion, the debate over whether the United States should impose tariffs and other trade barriers to protect threatened industries is complex, with arguments on both sides. Policymakers need to carefully consider the potential impacts on industries, consumers, and the overall economy before implementing such measures. 7. Present this hypothetical company: Alice and Harold Virdon work for the Zeppo Widget Company. The company and the entire industry are going bankrupt because of foreign competition. The industry contends that its demise is the result of unfair trade, but economists who have studied the issue indicate that the problem is inefficient production. The industry lacks the capital to modernize. Ask the students to consider whether they would vote to protect the Zeppo Widget Company and save the Virdons’s jobs by imposing trade barriers if they were United States senators. Ask them to explain their votes. If I were a United States senator faced with the decision of whether to protect the Zeppo Widget Company and save the Virdons' jobs by imposing trade barriers, I would consider several factors before making a decision: 1. Impact on Jobs: Saving the Zeppo Widget Company would protect the jobs of Alice and Harold Virdon, as well as others in the industry. However, I would also consider the potential impact on consumers and other industries that rely on imported goods. 2. Economic Efficiency: Economists have indicated that the industry's demise is due to inefficient production and a lack of capital to modernize. I would weigh the long-term benefits of protecting inefficient industries against the benefits of allowing resources to flow to more efficient industries. 3. Trade Relations: Imposing trade barriers could strain relations with trading partners and lead to retaliatory measures, potentially escalating into a trade war. I would consider the broader implications for international trade and cooperation. 4. Alternatives: I would explore alternative solutions to help the Zeppo Widget Company and its workers, such as providing assistance for retraining and finding new job opportunities in growing industries. Based on these considerations, I would be inclined to vote against imposing trade barriers to protect the Zeppo Widget Company. While I empathize with the Virdons and other workers facing job loss, I believe that long-term economic efficiency and maintaining healthy trade relations are more important. I would focus on finding alternative ways to support the affected workers and industries in transitioning to more sustainable economic activities. 8. Explain to the class that during the past decade, many U.S.-based MNCs abandoned U.S. plants in favor of production facilities overseas. Note that the MNCs fled for a variety of reasons, including lower wages; less costly environmental and worker safety restrictions; and tax breaks. Some people proposed legislation that prevents MNCs from moving production out of the United States, but the MNCs report that if they are unable to move capital and production to reduce costs, they cannot compete with foreign companies and will go out of business. Ask the students to imagine that they are United States senators from an area that lost significant jobs to foreign regions, and have the students report how they would respond to a request to ban American MNCs from transferring pro¬duction to foreign subsidiaries. As United States senators representing an area that has lost significant jobs to foreign regions due to the transfer of production by American MNCs, our response to a request to ban these transfers would need to consider a range of factors. While we empathize with the local job losses and economic impacts, we must also acknowledge the complexities of global economic dynamics and the competitive pressures faced by American MNCs. Firstly, we would need to recognize the legitimate concerns raised by the MNCs regarding their ability to compete with foreign companies if they are unable to transfer production to reduce costs. Globalization has interconnected economies, and companies often make decisions based on maximizing efficiency and competitiveness in the global market. Restricting their ability to move production overseas could potentially hinder their ability to remain viable in an increasingly competitive environment. However, we would also need to weigh these concerns against the impact on our constituents and the broader American workforce. We would need to explore alternative measures to support local job creation and economic development, such as investing in education and skills training for displaced workers, incentivizing domestic production through tax breaks or subsidies, or negotiating fair trade agreements that protect American workers' interests. Ultimately, our response would need to strike a balance between supporting the competitiveness of American MNCs in the global market and protecting the interests of American workers and communities affected by the transfer of production overseas. We would need to engage in thoughtful deliberation and consider the long-term implications of any policy decisions to ensure a fair and equitable outcome for all stakeholders involved. Out-of-Class Activities 1. Contact your Chamber of Commerce and determine what percentage of your area’s economy derives from international trade. Identify compa¬nies involved in international trade and determine the items that they import and export, what percentage of corporate in¬come comes from foreign sales, and calculate the impact on the economy of terminating the imports and exports. You would need to take the following steps: 1. Contact the Chamber of Commerce: Reach out to your local Chamber of Commerce to inquire about the percentage of your area's economy derived from international trade. 2. Identify Companies: Identify companies in your area that are involved in international trade. These could be exporters, importers, or companies with significant foreign sales. 3. Research Import and Export Items: Determine the items that these companies import and export. This information can usually be found on their websites or by contacting them directly. 4. Determine Percentage of Corporate Income: Find out what percentage of these companies' corporate income comes from foreign sales. This information may be available in their annual reports or through industry reports. 5. Calculate Impact on Economy: Calculate the potential impact on the economy of terminating these imports and exports. This would involve estimating the value of these transactions and considering the ripple effects on other businesses and industries in the area. 6. Analyze the Results: Once you have gathered all the necessary information, analyze the results to understand the significance of international trade to your area's economy. Consider the potential implications of any changes to international trade policies on local businesses and the overall economy. 2. Scan diverse sources of news media for items about foreign trade for a week. Share your information with other students and formulate hypotheses about the pos¬sible domestic and international impacts of increased world trade. Compare your hypotheses with the impacts described in the text. To complete this activity, follow these steps: 1. Scan Diverse News Sources: Spend a week reading and watching news from various sources that cover foreign trade. This could include newspapers, news websites, television news programs, and international news sources. 2. Gather Information: Look for news items that discuss topics such as trade agreements, tariffs, trade deficits or surpluses, trade tensions between countries, and the impact of trade policies on different industries and countries. 3. Share Information: Share the information you gather with other students in your class or study group. Discuss the key points and themes that emerge from the news coverage. 4. Formulate Hypotheses: Based on the information you gather, formulate hypotheses about the possible domestic and international impacts of increased world trade. Consider how changes in trade policies or economic conditions in one country might affect others. 5. Compare with Text: Compare your hypotheses with the impacts described in the text. Look for similarities and differences between your hypotheses and the information presented in the textbook. Reflect on how real-world events align with or diverge from theoretical concepts discussed in the text. 6. Discuss Findings: Finally, discuss your findings with your classmates or study group. Share insights, debate different perspectives, and consider how real-world events shape our understanding of global political economy. 3. Select an MNC such as Sony, General Motors, Nestlé, or one of the other Fortune 500 largest MNCs. Describe the operation of this MNC, including: • Where is it based? • What does it produce? • Where does it operate? • Compare its revenues with those of a less-developed country • Research its poli¬cies and operations in LDC areas Assume you are the Minister for Economic Affairs in the LDC where this MNC operates. You need to respond to a request by the MNC to establish a marketing and pro¬duction facility in your country. Would you permit this? Why, or why not? If you do allow it to operate in your country, would you impose any restrictions? If so, what kind and why? What response would you anticipate from the MNC to these restrictions? How would your decision compare to decisions made by other countries about the operation of MNCs within their borders? Let's choose Nestlé as the MNC for analysis: Nestlé: • Where is it based? Nestlé is based in Vevey, Switzerland. • What does it produce? Nestlé produces a wide range of food and beverage products, including coffee, dairy products, breakfast cereals, confectionery, and bottled water. • Where does it operate? Nestlé operates in countries around the world, with a significant presence in both developed and developing countries. • Compare its revenues with those of a less-developed country: Nestlé's revenues are significantly higher than those of most less-developed countries. For example, in 2020, Nestlé reported total revenues of approximately CHF 84.3 billion, whereas the GDP of a less-developed country like Malawi was around $7.4 billion in the same year. • Research its policies and operations in LDC areas: Nestlé has faced criticism in the past for its marketing of infant formula in developing countries and has taken steps to improve its practices in this area. The company also operates agricultural sourcing programs in some developing countries to support local farmers. As the Minister for Economic Affairs in an LDC where Nestlé operates, my decision to permit the establishment of a marketing and production facility would depend on several factors: 1. Economic Impact: I would consider the potential economic benefits of Nestlé's investment, such as job creation, infrastructure development, and increased tax revenue. 2. Social and Environmental Impact: I would assess Nestlé's policies and operations to ensure they align with our country's social and environmental standards. I would impose restrictions to ensure that Nestlé's operations do not harm local communities or the environment. 3. Technology Transfer and Skills Development: I would seek commitments from Nestlé to transfer technology and develop local skills through training programs. 4. Market Access: I would negotiate to ensure that local producers have fair access to Nestlé's supply chain and markets. If I were to allow Nestlé to operate in my country, I would impose restrictions to protect local interests and ensure sustainable development. These restrictions might include requirements for local sourcing of raw materials, environmental protection measures, and labor standards. I would anticipate that Nestlé would comply with these restrictions to maintain its operations in my country. My decision would be similar to decisions made by other countries about the operation of MNCs within their borders, as many countries seek to balance the economic benefits of foreign investment with the need to protect local interests and resources. 4. Research articles in U.S. and foreign publications that analyze the balance-of-payments problem of the United States. In what ways are the articles similar, different? Which descriptions and solutions seem most accurate, and why? To complete this activity, follow these steps: 1. Research Articles: Start by searching for articles in both U.S. and foreign publications that analyze the balance-of-payments problem of the United States. Look for articles that discuss the causes of the problem, its implications, and potential solutions. 2. Compare Similarities and Differences: Compare the articles to identify similarities and differences in their analysis. Look at how they define the balance-of-payments problem, the factors they identify as contributing to it, and the solutions they propose. 3. Evaluate Accuracy: Evaluate the accuracy of the descriptions and solutions presented in the articles. Consider the evidence and arguments presented by the authors and assess whether their conclusions are well-supported. 4. Identify Most Accurate Descriptions and Solutions: Based on your evaluation, identify which descriptions and solutions seem most accurate to you. Explain why you find them persuasive, citing specific evidence or reasoning from the articles. 5. Consider Perspectives: Consider the perspectives of the authors and the publications in which the articles appear. Are there any biases or particular viewpoints that might influence their analysis? How might these factors affect the accuracy of their descriptions and solutions? 6. Reflect on Global Implications: Finally, reflect on the global implications of the balance-of-payments problem of the United States. Consider how the problem affects other countries and the global economy, and how different solutions might impact international trade and financial stability. 5. Keep a detailed log of your activities dur¬ing a period extending between four hours to one day. Then develop a similar log from the perspective of an average person living in an LDC. Next, use the log to de¬scribe how your life would be different if you lived in an LDC. Share and discuss. To complete this activity, you would first keep a detailed log of your activities for a period extending between four hours to one day. Then, you would develop a similar log from the perspective of an average person living in a less developed country (LDC). Finally, you would use the log to describe how your life would be different if you lived in an LDC. Here's a hypothetical example: Log of Activities: • 8:00 AM - Wake up and have breakfast • 9:00 AM - Commute to work/school • 9:30 AM - 12:30 PM - Work/study • 12:30 PM - Lunch • 1:30 PM - 5:30 PM - Work/study • 6:00 PM - Commute back home • 7:00 PM - Dinner • 8:00 PM - Free time/relaxation • 10:00 PM - Bedtime Log from the Perspective of an Average Person in an LDC: • 5:00 AM - Wake up to fetch water from a distant source • 6:00 AM - Prepare breakfast with limited food supplies • 7:00 AM - Work in the fields or at a local market • 12:00 PM - Lunch, often a simple meal • 1:00 PM - Continue work or attend to household chores • 6:00 PM - Return home, prepare dinner • 8:00 PM - Limited access to electricity, possibly spend time with family or community • 10:00 PM - Bedtime Comparison and Discussion: • Access to basic necessities: In an LDC, access to clean water, food, and electricity may be more limited compared to a more developed country. • Work and lifestyle: The daily activities of an average person in an LDC may be more focused on survival and meeting basic needs, with less time for leisure or personal pursuits. • Infrastructure: Infrastructure such as roads, transportation, and healthcare may be less developed in an LDC, impacting daily life and access to services. • Socio-economic factors: Factors such as poverty, education, and healthcare can significantly impact the quality of life in an LDC compared to a more developed country. Overall, living in an LDC would likely mean facing more challenges related to basic needs and infrastructure, which could significantly impact daily life and opportunities for personal and economic development. 6. Research the economic development of Brazil, Hong Kong, Singapore, South Korea, and Taiwan. What are the roots of their economic development? How likely are other LDCs to follow the paths that they took? Let's briefly examine the economic development of Brazil, Hong Kong, Singapore, South Korea, and Taiwan: 1. Brazil: Brazil's economic development has been influenced by factors such as abundant natural resources, a large and diversified economy, and a growing middle class. However, challenges such as income inequality, corruption, and political instability have hindered its growth. Other LDCs may find it challenging to replicate Brazil's path due to its unique circumstances and the need for significant reforms in governance and economic policy. 2. Hong Kong: Hong Kong's economic development has been driven by its strategic location, strong rule of law, efficient governance, and open trade policies. Its development as a financial and trading hub has made it a model for other LDCs, particularly in terms of creating a business-friendly environment and attracting foreign investment. 3. Singapore: Singapore's economic development is characterized by proactive government policies, strategic investments in education and infrastructure, and a focus on innovation and technology. Its success has made it a benchmark for other LDCs looking to emulate its model of economic growth through prudent planning and effective governance. 4. South Korea: South Korea's economic development, often referred to as the "Miracle on the Han River," has been driven by factors such as export-led industrialization, strong government intervention, investment in education and technology, and a culture of hard work and innovation. While South Korea's path may not be directly replicable due to its unique historical and geopolitical context, its emphasis on industrialization and technology could serve as a model for other LDCs. 5. Taiwan: Taiwan's economic development has been characterized by its focus on export-oriented industrialization, investments in education and infrastructure, and strong government support for key industries. Taiwan's experience shows the importance of strategic planning, industrial diversification, and government-business cooperation in driving economic development. While each of these countries has followed a unique path to economic development, there are some common themes that other LDCs could consider: • Strategic planning: Developing a clear vision and strategy for economic development. • Investment in education and technology: Building human capital and fostering innovation. • Openness to trade and investment: Embracing globalization and creating a business-friendly environment. • Effective governance: Implementing policies that promote transparency, accountability, and efficiency. However, it's important to note that each LDC has its own unique circumstances, and while there may be lessons to learn from the experiences of Brazil, Hong Kong, Singapore, South Korea, and Taiwan, other LDCs will need to tailor their strategies to suit their own context and challenges. 7. Research the yearly income of the wealthiest 5 percent of the population in the United States, Switzerland, Ger¬many, Japan, India, Nigeria, Sudan, and Brazil. Compare the per capita income of the wealthiest elites in the EDCs with that of the wealthiest elites in the LDCs. What con¬clusions might you draw? What might be some results of great disparities of wealth within a society that has a small number who are very rich and a majority who are very poor? You would need to research the yearly income of the wealthiest 5 percent of the population in the United States, Switzerland, Germany, Japan, India, Nigeria, Sudan, and Brazil. Then, compare the per capita income of the wealthiest elites in the economically developed countries (EDCs) with that of the wealthiest elites in the less developed countries (LDCs). Finally, consider the implications of great disparities of wealth within a society. Research on Yearly Income: • United States: The wealthiest 5 percent in the U.S. have an annual income of around $250,000 or more. • Switzerland: The wealthiest 5 percent in Switzerland have an annual income of around $150,000 or more. • Germany: The wealthiest 5 percent in Germany have an annual income of around $150,000 or more. • Japan: The wealthiest 5 percent in Japan have an annual income of around $150,000 or more. • India: The wealthiest 5 percent in India have an annual income of around $20,000 or more. • Nigeria: The wealthiest 5 percent in Nigeria have an annual income of around $10,000 or more. • Sudan: The wealthiest 5 percent in Sudan have an annual income of around $10,000 or more. • Brazil: The wealthiest 5 percent in Brazil have an annual income of around $50,000 or more. Comparison and Conclusions: • There is a significant disparity in the income levels of the wealthiest elites between EDCs and LDCs. The per capita income of the wealthiest elites in EDCs is much higher than that of the wealthiest elites in LDCs. • This disparity can lead to various consequences within societies. Some possible results of great disparities of wealth include: • Increased social unrest and tension between the rich and the poor. • Limited access to resources and opportunities for the majority of the population. • Economic inefficiency and inequality, as wealth becomes concentrated in the hands of a few. • Challenges in governance and policymaking, as the interests of the wealthy may dominate over those of the majority. Implications and Recommendations: • Governments and policymakers should strive to reduce income inequality through progressive taxation, social welfare programs, and policies that promote inclusive economic growth. • Investments in education, healthcare, and infrastructure can help create opportunities for upward mobility and reduce disparities in wealth. • Promoting a culture of transparency, accountability, and equal opportunity can help mitigate the negative effects of wealth disparities and foster a more equitable society. 8. Your government is carefully studying the NIEO. As an analyst, you need to describe how these pro¬posed reforms would affect both your country and the LDCs. Research the topic and present your findings to the class. The New International Economic Order (NIEO) was a set of proposals put forward by developing countries in the 1970s to reform the global economic system and reduce inequalities between developed and developing countries. As an analyst studying the potential impact of these proposed reforms, I would consider the following: 1. Impact on Developed Countries: The NIEO aimed to restructure international trade and finance to be more favorable to developing countries. This could potentially lead to reduced market access and higher costs for developed countries, particularly in terms of trade preferences and access to natural resources. However, it could also create new opportunities for cooperation and investment in developing countries. 2. Impact on Developing Countries: The NIEO aimed to improve the terms of trade for developing countries, increase their access to markets, and enhance their control over their natural resources. This could lead to increased economic growth, improved living standards, and greater economic independence for developing countries. However, it could also face challenges in implementation and could potentially lead to conflicts over resource allocation and trade barriers. 3. Overall Implications: The NIEO represented a significant shift in the global economic order, with potential implications for both developed and developing countries. It aimed to address the historical inequalities and injustices in the global economic system and promote a more equitable distribution of resources and opportunities. However, its implementation would require widespread cooperation and support from the international community. In conclusion, the NIEO proposed significant reforms to the global economic system that could have had far-reaching implications for both developed and developing countries. While it aimed to promote a more equitable and just economic order, its impact would have depended on the willingness of countries to cooperate and implement its proposals. Suggestions for Further Reading Crane, George T., and Abla Amawi, eds. 1997. The Theoret¬ical Evolution of International Political Economy, 2nd ed. New York: Oxford University Press. A selection of influen¬tial essays that depicts the growth of international political economy as a field of inquiry, by looking at the three main schools of thought in IPE. The second edition examines postmodernist interpretation of IPE. Dicken, Peter. 1998. Global Shift: Transforming the World Economy, 3rd ed. NY: Guilford Press. A useful resource to examine the inner workings of the global economic system and its trends. The author discusses at length MNCs and their transformation, then uses case studies to emphasize his points. Epping, Randy Charles. 1995. A Beginner’s Guide to the World Economy, 2nd ed. New York: Vintage Books. As the subtitle says, “Seventy-seven basic economic concepts that will change the way you see the world.” Defines and dis-cusses for the general public the basic concepts relevant to understanding the world economy. Gilpin, Robert. 1987. The Political Economy of International Relations. Princeton: Princeton University Press. A seminal work that was the first to define and lay out the institutional framework for post–WW II cooperation and the prosperity that resulted from it. Krugman, Paul R., and Maurice Obstfeld. 2000. International Economics: Theory and Policy, 5th ed. New York: Harper¬Collins. An excellent textbook on international economics. Spero, Joan E., and Jeffrey A. Hart. 1996. The Politics of International Economic Relations, 5th ed. New York: St. Martin’s. A textbook aimed at explaining international eco¬nomic systems by examining relations between the North and the South, the current challenges to the present eco¬nomic order, and a special chapter that considers the coun¬tries in transition. Stubbs, Richard and Geoffrey R. D. Underhill, eds. 1999. Po¬litical Economy and the Changing Global Order. Oxford: Oxford University Press. This collection covers a range of economic issues at both the global and regional levels. United Nations Development Programme. 2002. Human Development Report 2001. New York: Oxford University Press. This UN report compares the relative levels of hu¬man development in most countries of the world, with its main emphasis being on poverty and its eradication. Chapter 11: Human Rights: A Tool for Preserving and Enhancing Human Dignity Classroom Analytical Activities and Discussion Questions Although the following activities focus on classroom activities, they also can serve as outside assignments with slight modifications. 1. Announce that there is concern about the abuses of human rights in China, and the government has asked the class to de¬velop a position paper outlining economic incentives and economic sanctions that your country could apply in this situation. In addition, they should describe the strengths and weaknesses of using incentives and sanctions. Discuss what information should be in the report with the class. In developing a position paper outlining economic incentives and economic sanctions regarding human rights abuses in China, it's important to consider the complexities of the situation and the potential impacts of different approaches. Here's a framework for such a paper: Position Paper on Economic Incentives and Sanctions Regarding Human Rights Abuses in China Introduction: • Brief overview of the human rights situation in China, highlighting key concerns. Purpose: • To propose a balanced approach using economic incentives and sanctions to address human rights abuses in China. Economic Incentives: • Overview: Discuss the potential benefits of offering economic incentives to encourage China to improve its human rights record. • Examples: Provide examples of economic incentives that could be offered, such as trade agreements, investment opportunities, or development aid. • Strengths: Highlight the potential effectiveness of economic incentives in fostering positive change. • Weaknesses: Acknowledge limitations, such as the risk of legitimizing the Chinese government's actions or the potential for incentives to be misused. Economic Sanctions: • Overview: Discuss the potential benefits of imposing economic sanctions to pressure China to address human rights abuses. • Examples: Provide examples of economic sanctions that could be imposed, such as trade restrictions or asset freezes. • Strengths: Highlight the potential effectiveness of sanctions in demonstrating the seriousness of human rights concerns. • Weaknesses: Acknowledge limitations, such as the risk of harming innocent civilians or the potential for sanctions to be ineffective if not coordinated with other countries. Conclusion: • Emphasize the importance of a balanced approach that considers both incentives and sanctions. • Call for further discussion and cooperation among nations to address human rights abuses in China effectively. Additional Information: • Include data or reports on human rights abuses in China to support your arguments. • Consider the perspectives of different stakeholders, including governments, businesses, and civil society organizations. This framework provides a structured approach to developing a position paper on economic incentives and sanctions regarding human rights abuses in China. It encourages students to consider the complexities of the issue and to propose a balanced approach that takes into account the potential benefits and drawbacks of different strategies. 2. Ask the class to identify natural laws based on rights and obligations that everyone shares by being human and discuss the relative merits and weaknesses of each as a founda¬tion for international law. In discussing natural laws based on rights and obligations that everyone shares by being human, it's important to consider various perspectives and their relative merits and weaknesses as a foundation for international law. Here's a framework for such a discussion: Identifying Natural Laws Based on Rights and Obligations: 1. Natural Rights Theory: • Merits: Asserts that individuals have inherent rights, such as the right to life, liberty, and property, which are not dependent on laws or customs. • Weaknesses: Critics argue that the concept of natural rights is subjective and can vary based on cultural and historical contexts. 2. Social Contract Theory: • Merits: Suggests that individuals consent to give up certain freedoms in exchange for the protection of their remaining rights by a governing authority. • Weaknesses: Critics argue that the social contract may not adequately protect minority rights and can be used to justify oppressive governments. 3. Utilitarianism: • Merits: Focuses on maximizing overall happiness or well-being, suggesting that laws should be based on their ability to promote the greatest good for the greatest number of people. • Weaknesses: Critics argue that utilitarianism can lead to the violation of individual rights in pursuit of collective benefits. 4. Natural Law Theory: • Merits: Proposes that there are universal principles of justice derived from nature or reason that should guide human behavior and laws. • Weaknesses: Critics argue that the concept of natural law is vague and can be interpreted differently by different cultures and societies. Discussion of Relative Merits and Weaknesses: • Consistency: Natural laws provide a consistent basis for determining rights and obligations across different cultures and societies. • Flexibility: Natural laws may lack the flexibility needed to adapt to changing circumstances or cultural differences. • Enforceability: The enforceability of natural laws may be challenging without a universal authority to ensure compliance. • Cultural Sensitivity: Natural laws may not always account for cultural or regional differences in values and norms. Conclusion: • International law often draws upon various principles, including natural laws based on rights and obligations, to guide its development and application. While each theory has its strengths and weaknesses, a combination of approaches may provide a more comprehensive foundation for international law. This framework encourages students to critically analyze different theories of natural laws and their implications for international law, fostering a deeper understanding of the complexities involved in protecting human rights on a global scale. 3. Review the UDHR with the class and discuss how the United States laws support or do not support these rights. Encourage students to discuss what it would take to enact laws to support the UDHR. When reviewing the Universal Declaration of Human Rights (UDHR) with the class and discussing how United States laws support or do not support these rights, it's important to consider the principles outlined in the UDHR and how they align with the legal framework in the United States. Here's a framework for such a discussion: Reviewing the UDHR: • Provide an overview of the key principles and rights outlined in the UDHR, such as the right to life, liberty, and security of person; the right to freedom of expression and opinion; and the right to work and education. How United States Laws Support the UDHR: • Constitutional Protections: Discuss how certain rights in the UDHR, such as freedom of speech and religion, are protected by the U.S. Constitution. • Legislation: Highlight specific laws, such as the Civil Rights Act of 1964 and the Americans with Disabilities Act, that aim to protect and promote human rights within the United States. Areas of Non-Support or Challenges: • Social and Economic Rights: Discuss how the United States may not fully support certain social and economic rights outlined in the UDHR, such as the right to housing or healthcare, due to differing interpretations of government responsibilities. • Racial and Gender Equality: Address ongoing challenges related to racial and gender equality in the United States, despite legal protections. Enacting Laws to Support the UDHR: • Public Awareness and Advocacy: Discuss the role of public awareness and advocacy in pushing for legislative changes to better align with the UDHR. • Political Will: Highlight the importance of political will and leadership in enacting laws that support the principles of the UDHR. • International Pressure: Consider the role of international pressure and treaties in encouraging the United States to enact laws that support the UDHR. Conclusion: • Emphasize the importance of ongoing efforts to align United States laws with the principles of the UDHR, highlighting the role of education, advocacy, and political engagement in promoting human rights. This framework encourages students to critically examine how United States laws align with the principles of the UDHR and to consider the challenges and opportunities for enacting laws that support human rights more comprehensively. 4. Ask students to survey their classmates to determine what the class sees as the most significant human rights. Discuss the results and probe students to consider why some rights are more important than others. When asking students to survey their classmates to determine the most significant human rights, it's important to facilitate a discussion that considers the various perspectives and reasons why certain rights may be perceived as more important than others. Here's a framework for conducting such a discussion: Surveying Classmates: • Ask students to create a survey to determine which human rights their classmates consider the most significant. • Include a range of rights from the Universal Declaration of Human Rights (UDHR) and other relevant human rights instruments. • Encourage students to ask open-ended questions to allow for diverse responses. Discussing Results: • Present the survey results to the class, highlighting the human rights that were identified as the most significant. • Facilitate a discussion on why certain rights were chosen over others. • Encourage students to consider factors such as personal experiences, cultural influences, and societal norms that may influence perceptions of the importance of different rights. Probing Reasons for Importance: • Ask students to explain why they believe certain rights are more important than others. • Encourage students to consider the implications of prioritizing certain rights over others in terms of promoting human dignity and equality. • Discuss the role of context, such as historical events or current issues, in shaping perceptions of the significance of human rights. Conclusion: • Emphasize the importance of recognizing and respecting the diversity of perspectives on human rights. • Encourage students to critically reflect on their own perceptions of human rights and consider how they can advocate for the protection of all human rights. This framework provides a structured approach to conducting a survey on human rights significance and facilitating a discussion that encourages students to consider the complexities of human rights perceptions. 5. Have students list barriers to human rights promotion in the world today. Ask them why they believe the barriers exist and challenge them to create ways to overcome these obstacles. Barriers to human rights promotion in the world today are multifaceted and complex, stemming from a variety of sources. One major barrier is the lack of political will among governments, which may prioritize national interests over human rights obligations. Economic factors also play a significant role, as poverty and inequality can hinder access to education, healthcare, and other basic rights. Additionally, cultural and religious beliefs can sometimes conflict with universal human rights standards, leading to resistance to change. Lack of awareness or understanding of human rights can further impede progress, as can corruption and weak governance structures. To overcome these obstacles, it is essential to educate individuals about their rights and advocate for their enforcement. Governments must be held accountable for their human rights commitments through international pressure and monitoring mechanisms. Collaboration between governments, civil society organizations, and the private sector is crucial for addressing systemic issues and promoting a culture of human rights. Out-of-Class Activities 1. Scan the news media for examples of international law’s concern with human rights. What legal questions or problems do these examples raise? What organizations or mechanisms are bringing these issues to the attention of the international community? Are these institutions effective? Knowing what you know about international law, attempt to draft a reform that would address this issue more effectively. Scanning the news media for examples of international law's concern with human rights reveals numerous instances where legal questions and problems arise. One such example is the Rohingya crisis in Myanmar, where allegations of genocide and ethnic cleansing have raised questions about the enforcement of international human rights law. The legal issue here revolves around holding perpetrators accountable for their actions and providing justice for the victims. Various organizations and mechanisms are bringing these issues to the attention of the international community. The United Nations (UN) Human Rights Council plays a significant role in monitoring and addressing human rights violations globally. Non-governmental organizations (NGOs) such as Amnesty International and Human Rights Watch also play a crucial role in advocating for human rights and holding governments accountable. However, the effectiveness of these institutions is often debated. While they can raise awareness and pressure governments to take action, their ability to enforce compliance with international law is limited. Reforming the system to address these issues more effectively would require strengthening the enforcement mechanisms of international law. This could include establishing an international court specifically dedicated to prosecuting human rights violations or enhancing the powers of existing bodies such as the International Criminal Court. Additionally, increasing cooperation and coordination among international organizations and member states is essential for ensuring that human rights are upheld and protected globally. 2. Research the effects of economic sanctions against Iraq between 1990 and 2003. Consider the availability of food and medicine and the resulting death rates, especially of children. Using your information, address the following question: “Is it moral, should it be legal, that we—the collective of states in the UN—assailed the Iraqi children to punish Iraq’s regime?” Try to frame your answer in a broader context. Research on the effects of economic sanctions against Iraq between 1990 and 2003 reveals significant humanitarian consequences, particularly in terms of access to food and medicine. The sanctions, imposed in response to Iraq's invasion of Kuwait, severely restricted the country's ability to import essential goods, leading to widespread shortages and a collapse of infrastructure, including healthcare systems. As a result, the death rates, especially among children, increased significantly. Addressing the question of whether it is moral or legal to target Iraqi children as a means of punishing the regime requires a nuanced analysis. From a moral standpoint, many argue that targeting innocent civilians, including children, as a means of achieving political goals is unethical and violates basic principles of human rights. Children, who are the most vulnerable members of society, should not bear the brunt of political conflicts. Legally, the question is complex. International humanitarian law prohibits the targeting of civilians and stipulates that parties to a conflict must distinguish between military targets and civilians. However, economic sanctions, while not directly targeting civilians, can have a disproportionate impact on vulnerable populations, raising questions about their legality in certain contexts. In a broader context, this case highlights the complexities of international relations and the challenges of balancing humanitarian concerns with political goals. It underscores the need for careful consideration and the use of alternative measures to achieve political objectives without causing undue harm to civilian populations. It also underscores the importance of ensuring that humanitarian principles are upheld in all actions taken by the international community. 3. Review the basic human rights principles in the UDHR and suggest ways your state might translate these rights into policy. Then, list barriers to implementing these rights, and present the information to the class. Reviewing the basic human rights principles in the Universal Declaration of Human Rights (UDHR), a state can translate these rights into policy in several ways. One approach is to incorporate these rights into national legislation and policies, ensuring that they are legally enforceable. For example, a state could enact laws that protect freedom of speech, assembly, and religion, as outlined in the UDHR. Additionally, a state can implement programs and initiatives that promote education and awareness about human rights, ensuring that citizens understand their rights and responsibilities. This could include integrating human rights education into school curricula and conducting public awareness campaigns. Furthermore, a state can establish institutions and mechanisms to protect and promote human rights, such as national human rights commissions or ombudsperson offices. These institutions can investigate complaints of human rights violations, provide support to victims, and advocate for policy changes. However, there are several barriers to implementing these rights. One barrier is a lack of political will, as some governments may prioritize other interests over human rights. Another barrier is resource constraints, as implementing human rights policies and programs can require significant financial and human resources. Additionally, cultural and social factors can sometimes hinder the full realization of human rights, as certain practices or beliefs may conflict with human rights principles. Presenting this information to the class can help raise awareness about human rights issues and encourage discussion about how to overcome these barriers. It can also inspire students to think critically about how they can contribute to promoting and protecting human rights in their own communities and beyond. 4. There are a number of critiques of the universalism assumed in the human rights regime. Choose one critique and explain it. Explain why you agree or disagree with this critique. One critique of the universalism assumed in the human rights regime is that it is culturally imperialistic. This critique argues that the concept of human rights, as defined in international treaties and declarations, reflects Western values and norms and is therefore not applicable or relevant to non-Western cultures. Proponents of this critique argue that the promotion of universal human rights can lead to the imposition of Western cultural values on non-Western societies, undermining local traditions and practices. They argue that different cultures may have different understandings of rights and obligations, and that these differences should be respected. However, critics of this critique argue that human rights are based on universal principles of dignity and equality that transcend cultural differences. They argue that while cultural context should be taken into account when implementing human rights policies, it should not be used as a justification for violating basic human rights. Personally, I agree with this critique to some extent. I believe that it is important to recognize and respect cultural diversity and to be mindful of the potential for cultural imperialism in the promotion of human rights. At the same time, I also believe that there are certain fundamental human rights that should be universally recognized and protected, regardless of cultural or national differences. Balancing these considerations requires careful attention to cultural context and a commitment to dialogue and mutual understanding. 5. Discuss why you believe that measuring and monitoring human rights violations important to the advocates of human rights. Measuring and monitoring human rights violations is important to advocates of human rights for several reasons. Firstly, it provides evidence of violations and helps to raise awareness about human rights abuses. By documenting and publicizing violations, advocates can generate pressure on governments and other actors to uphold human rights standards. Secondly, measuring and monitoring human rights violations allows advocates to track trends and patterns of abuse over time. This information is essential for identifying root causes of violations and developing targeted interventions to prevent future abuses. Furthermore, measuring and monitoring human rights violations is important for holding perpetrators accountable. By collecting and preserving evidence of violations, advocates can support legal proceedings and seek justice for victims. Overall, measuring and monitoring human rights violations is essential for advocating for change, holding perpetrators accountable, and promoting a culture of respect for human rights. It helps to ensure that human rights are not just abstract ideals, but tangible standards that are upheld and protected in practice. Suggestions for Further Reading Claude, Innis L., Jr. 1988. States and the Global System: Politics, Law and Organization. New York: St. Martin’s. Explores the tension between state interests and interna¬tional law. Damrosch, Lori Fisher, and David J. Scheffer, eds. 1991. Law and Force in the New International Order. Boulder, CO: Westview Press. A collection of essays by U.S. and Russian scholars on the use of force and the applicability of law in self-defense, collective security, intervention, and arms control. Forsythe, David. 1989. Human Rights and World Politics. Lincoln: University of Nebraska Press. Comprehensive ex¬ploration of the concept of human rights, their protection under law, and the conflict between human rights and sovereignty. Franck, Thomas. 1992. Political Questions, Judicial Answers: Does the Rule of Law Apply to Foreign Affairs? Princeton: Princeton University Press. A contemporary view of one of the most difficult questions in international relations by a prominent legal scholar. Henkin, Louis, Jr., et al. 1991. Right v. Might: International Law and the Use of Force, 2nd ed. New York: Council on Foreign Relations Press. Essays on the relationship between international law and the use of force. Malanczuk, Peter. 1997. Akehurst’s Modern Introduction to International Law, 7th ed. New York: Routledge. This text provides a comprehensive look at all areas of international law as well as the sources that provide its basis. Mazrui, Ali. 1990. Cultural Forces in World Politics. Lon¬don: James Curry. Explores the intertwining of culture with power in international affairs. Moynihan, Daniel Patrick. 1990. On the Law of Nations. Cambridge, MA: Harvard University Press. A leading American politician and scholar reflect on the role of inter¬national law in both world politics and U.S. domestic policymaking and how it affected the nature of foreign relations in the twentieth century. Slomanson, William R. Fundamental Perspectives on International Law, 3rd edition. This is combines a mix of cases, primary documents, and analysis of international law and its role in the global system. Solution Manual for Global Politics: Engaging a Complex World Mark Boyer, Natalie Hudson, Michael Butler 9780078024818, 9781259146480
