This Document Contains Chapters 8 to 10 Chapter 8 – Social Stratification 1. LEARNING OUTCOMES (WITH BLOOM’S TAXONOMY) After completing this chapter, students should be able to: • Describe patterns of economic inequality in Canada and how they are measured. • Differentiate between various types of capital vis-à-vis their impact on economic advancement. • Explain the primary features of poverty in Canada. • Compare the theories of stratification proposed by Marx, Weber, and functionalists. • Discuss how class stratification is viewed by different classes. 2. WHY IS THIS CHAPTER IMPORTANT TO SOCIOLOGY STUDENTS? For students, a critical understanding of social stratification is a crucial element in the development of a sociological perspective, since inequality is a dominant and increasingly entrenched feature of Canadian society. An enhanced awareness of inequality will also assist students in coming to a deeper understanding of the social phenomena, such as socioeconomic status, that have a determining impact on their lives; it will also open their eyes to the opportunities afforded to them by way of education and social networks. 3. WHY SHOULD STUDENTS CARE? Since the structured inequalities in a society result in differential access to resources, access to power—or the lack of access—affects everyone. The impacts of inequality range from the macro to the micro: position in a social hierarchy can affect the prospects of a family over several generations, or whether one has enough to eat on any given day. As a result, students need to understand stratification and how it systemically perpetuates the “status quo”—with negative outcomes for some individuals and positive effects for others. Power can have a determining impact on an individual’s physical welfare: those with limited power suffer from poverty (and accompanying issues of inadequate housing/homelessness, hunger, health problems, etc.). On a deeper level, those with limited power are living with the understanding that they don’t matter much, which is a highly demoralizing and stressful experience that in turn may lead to a downward spiral and connects to a “self-fulfilling prophecy.” Power exists in a social location, and an individual’s social location determines the probable success of any actions undertaken by the individual. 4. WHAT ARE COMMON STUDENT MISCONCEPTIONS & STUMBLING BLOCKS? Students may have internalized the belief that if you work hard, success will inevitably follow, and a possible outcome of this belief is the attribution of “blame” to individuals (poor = lazy). This commonsense view can be a serious impediment to understanding the social structures and forces that create the context in which personal troubles arise. Utilizing experiential and active learning activities may help overcome this point of view (see below for suggestions). While students are quite capable of understanding the concept of different classes, they may have never reflected critically on their own socioeconomic status, and there is much in the culture that surrounds them that encourages selective inattention to class differences. Some of your students may be experiencing the challenges associated with a lower socioeconomic status, and thus may bring with them important insights about class; others may be oblivious to social stratification due to their privileged position. In either case, sensitivity is required in the learning environment. See below for practical, non-threatening, experiential learning exercises. Like most people, students will come to this topic unaware of the extent of inequality in Canadian society, as well as in similar industrialized nations. 5. WHAT CAN I DO IN CLASS? At the start of class: Address the “myth of meritocracy”: See Nathan Palmer’s “Why Do We Teach That?” (available at http://www.sociologysource.com/home/2011/10/23/why-do-we-teach-that.html) for a description of how he introduces the topic of social inequality to his students. Tell a story: The sinking of the Titanic, summarized briefly in the text (pp. 193–194), takes on extra depth when you examine the different survival rates of the three classes of passengers. (Additional information is available at http://www.ultimatetitanic.com/the-survivors/#.VKVQO0ttJOc). Ask students for the reasons behind this phenomenon, which can then bridge into how the Titanic disaster is a metaphor for social stratification writ large. Display dramatic facts about social inequality: Show the infographic video, “Wealth Inequality in America” (6:24; available at https://www.youtube.com/channel/UCY0cmOmee24dMhj6kXaIs2A). Ask students for their ideas about a) why wealth inequality is so extreme, and b) why so few people are aware of the extent of inequality. What did the late American comedian George Carlin mean when he said “The reason they call it the American Dream is because you have to be asleep to believe it.” Throughout the class: Class activity: “The Inequality Game.” Create a list of annual incomes ranging from high to low that is suitable for the size of class. (For a class of 30 students, a list ranging in roughly equal increments from $10,000 to $100,000 will work, although the ultimate objective is to simulate the range of incomes in Canadian society.) Cut the list up so that each income is on a slip of paper, and have each student “draw” an income from a container. Then, have students follow the instructions on p. 194 of the text for computing income quintiles from a population (starting by arranging themselves around the room, from lowest to highest income). You can add some visual interest to this exercise by entering their data into a pie chart in PowerPoint as each group calculates its share. The exercise is a powerful and engaging lead-in to the existence of income inequality, and how it is measured. Think/Pair/Share: Ask students to consider the “social capital” they currently possess, and make a list of the networks or connections they have as a result of their parents. Discuss this list with a fellow student: How and why are the lists different? What impact does this have on their life choices and opportunities? [Understand/Apply/Analyze/Evaluate] Think/Pair/Share: Ask students to write down examples of the “cultural capital” they currently have and to share/discuss with a classmate. [Understand/Apply/Analyze] Class discussion/debate: Summarize the functional theory of stratification as proposed by Davis and Moore (pp. 210–212), and then ask students whether inequality is necessary/natural, or not. You could either moderate a class discussion on the topic, or ask students to choose sides, and structure it as a debate. [Understand/Apply/Analyze] Pair activity/Class discussion: Renzulli, Aldrich, and Reynolds outline a “coin toss” exercise as a hands-on approach to teaching stratification concepts and theories. They assert it to be “a dramatic device that makes salient the structural context within which the competition for a fixed system of rewards takes place” (p. 50 of pdf). (Note: Requires that each student brings with them five pennies and a sufficient amount of time allocated for discussion). Available at www.nyu.edu/classes/persell/aIntroNSF/Documents/RenzulliIt'sUpInTheAirNonJStor.pdf. [Understand/Apply/Evaluate/Analyze] Small group activity: “Monopoly in a Stratified Society.” Mona Danner has posted instructions, assignment ideas, and worksheets for teaching social stratification and inequality using the game Monopoly (found at http://paulsjusticepage.com/elite-deviance/Monopoly-StratifiedSociety.pdf). This activity can be modified to address number of students, resources, and time available. (See also “USA Stratified Monopoly: A Simulation Game about Social Class Stratification,” Teaching Sociology, July 2008, Vol. 36, pp. 272–282). [Understand/Apply/Analyze/Evaluate] Small group activity: “Beat the Bourgeoisie.” This simulation game created by Dawn Norris is designed for class sizes from 15 to 70 students, and factors in both inequality and social mobility. Available at http://www.asanet.org/journals/TS/Oct13TSFeature.pdf. Small group/Class discussion: View “THE BEST VIDEO ON ‘OCCUPY THE WORLD’,” which presents “America’s double standard of attacking regimes for brutal crackdown on protestors while engaging in the same tactics against the Occupy Wall Street movement.” (7:11; available at http://www.youtube.com/watch?v=S880UldxB1o. Discuss the argument being presented. [Analyze/Evaluate] Small group/Class discussion: “We are the 99%”—The Occupy Movement. Visit http://www.occupytogether.org/ for information. Also interesting is the article posted by Henry Blodget (Oct. 11, 2011) entitled “CHARTS: Here’s What the Wall Street Protesters Are So Angry About...,” available at http://www.businessinsider.com/what-wall-street-protesters-are-so-angry-about-2011-10?op=1 (select the “Click here to see what the protestors are so upset about” for a sequential posting of the charts used in the article). Discuss. [Analyze/Evaluate] Class demonstration and discussion: Social stratification using a “student context” exercise. Brislem and Peoples (2005) use a hypothetical distribution of grades in order to “make stratification take on real meaning for the students since many of them have little experience with income” (p. 75). (See article referenced below). [Understand/Apply/Analyze/Evaluate] Class viewing and discussion: Poor Us: an animated history of poverty. Released in 2013, this documentary paints an engaging and cheeky picture of the historical context of social stratification from the beginnings of humanity. It is divided into chapters; the first four will take students up to the Industrial Revolution. (58:05; available at https://www.youtube.com/watch?v=TxbmjDngois). Resources for educators available at http://www.whypoverty.net/fg-poor-us/.[Understand/Analyze/Evaluate] Class viewing and discussion: “How economic inequality harms societies.” In this 2011 TED talk, public health researcher Richard Wilkinson summarizes the data on the myriad impacts of inquality. (16:54; available at http://www.ted.com/talks/lang/en /richard_wilkinson.html.)View and discuss. (After seeing this, a student commented on the effectiveness of the talk—it presented facts and figures that “point towards the idea that big economic inequality gaps cause more social problems than originally thought. Overall health, how long someone lives, and even how much we trust one another are all affected by economic gaps… it presented facts that I myself was unfamiliar with and I had never made such a connection before.”) (Note: The slides/graphics that were used in this talk are available as a free download from http://www.equalitytrust.org.uk/resources/other/TSL-slides.) [Understand/Apply/ Analyze/Evaluate] 6. HOW WILL I KNOW THAT MY STUDENTS HAVE LEARNED THE LOs? Comment paper/Reflection paper: If a documentary/TEDTalk was viewed in class, ask students to write a short paper and submit. End the class with a mini quiz: Focus on multiple-choice questions that address the Learning Objectives of the chapter. Review and discuss the correct answers for each question. (The use of “clicker” technology and turning point slides is very effective for this exercise.) Short summary: Ask the students to brainstorm a list of the top 3–5 points raised in the session. Then, ask each student to choose one of those points and write a concise summary (i.e., point form/list) explaining that point. Ask students (in pairs/small groups) to create and submit a question (with answer): The question should be one that they would like to be included on an upcoming exam. Some of these questions could be developed into a multiple-choice format and used at the start of the next class as a review of the material from this session. It allows students to engage with the exam creation, and if used as part of the next session’s opening questions, it enables them to self-assess their learning and engagement in the previous session. Set up an online survey tool account: (i.e., www.toofast.ca) and ask/instruct students to answer one or two questions, such as What did I learn today that precipitated an “aha” moment? What did I not understand in today’s class? (This provides you with feedback on the teaching, in addition to the student learning. The difficulties with understanding could then be addressed in the next class.) MindTap: Refer your students to http://www.nelson.com/student to access the MindTap for Sociology: Your Compass for a New World. MindTap is a personalized program of digital products and services that engages students with interactivity while offering students and instructors choice in content, platforms, devices, and learning tools. This resource includes quiz questions, videos, and articles that are accompanied by thought-provoking questions that challenge students to think critically about current issues and events. Ask students to utilize this learning tool, and bring to the next class any questions (difficulties) they may have in regards to information from this chapter. 7. HOW CAN I ASSESS MY OWN “PERFORMANCE”? A critical reflection on my own practice: insights and understandings: A. Did I get the attention of my students at the beginning of class? a. What did I do? Did it work? How? If not, why not? b. Did I get the right kind of attention, or the wrong kind? B. Did I allot enough time for student dialogue/participation/engagement in the learning process? a. If not, why not? b. Is there any material that can (or should) be minimized or removed in order to allow for student input and participation? c. Are there ways of transferring some of the content online to open up more time in class for participation and engagement? C. How could I incorporate more student input and participation? (e.g., clicker questions, think/pair/share, one-minute summaries) D. Were my students engaged and/or focused? If so: a. What tells me that they were? b. What concepts were we covering? c. What precisely were they engaged with and/or focused on? (i.e., video clip, documentary, debate, small group discussion, whole class discussion) d. Were there unexpected moments of engagement, i.e., in group discussion, that I recognized and incorporated? If not: a. When did I lose them? b. Why did they disengage/lose focus? E. Did I integrate formative assessment of student learning throughout the “lecture”? a. What did I do? b. Did these assessments suggest to me that they understood the key concepts? If not, was I prepared to alter my plan in response? F. Did I request feedback from the students on their learning experience in this class? i.e.: a. Submission of an “aha” moment they had b. Informal summary (point form) addressing two or three concepts covered c. Five (ten) minutes for “debriefing” at the end (of class or topic)—“What” are your questions? (not “Are there any questions?”) d. Refer students to an online survey (e.g., Blackboard learning system, toofast.ca). G. Some things to consider for the next class (modifications to consider when teaching this chapter again): a. What worked really well, and why? b. What could/should/might I do differently next time to improve student engagement and learning? H. What did I learn about this topic? What insights did I gather from my students? Were any of those insights surprising to me? I. What did I learn about my teaching, and what can I do to modify my teaching as a result? 8. WHAT OTHER RESOURCES ARE AVAILABLE? [Supplementary Resources] Alvarado, Lorriz Anne. 2010. “Dispelling the Meritocracy Myth: Lessons for Higher Education and Student Affairs Educators.” Vermont Connection, Vol. 31, pp. 10–20. Available at http://www.uvm.edu/~vtconn/v31/Alvarado.pdf. Brislem, William, and Clayton D. Peoples. 2005. “Using a Hypothetical Distribution of Grades to Introduce Social Stratification.” Teaching Sociology, Vol. 33, No. 1 (Jan. 2005), pp. 74–80. Broadbent, Alan. 2011. “The Occupy Movement: A Lesson in the Risk of Inequality.” Canadian Council for Social Development. Available at http://www.ccsd.ca/index.php?option=com_content&view=article&id=221%3Athe-occupy-movement-a-lesson-in-the-risk-of-inequality&catid=44%3Anews&lang=en. Caledon Institute of Social Policy. Available at http://www.caledoninst.org/. Canada 2020. 2011. The Canada We Want in 2020. Available at http://canada2020.ca/canada-we-want/. Canadian Council for Social Development. Available at http://www.ccsd.ca/. Davis, Nancy J. 1992. “Teaching about Inequality: Student Resistance, Paralysis, and Rage.” Teaching Sociology, Vol. 20, No. 3 (July 1992), pp. 232–238. Gladwell, Malcolm. 2008. Outliers: The Story of Success. New York: Little, Brown and Company. Leistyna, Pepi. 2012. Television and Working Class Identity: Intersecting Differences. New York: Palgrave Macmillan. Norris, Dawn R. 2013. “Beat the Bourgeoisie: A Social Class Inequality and Mobility Simulation Game.” American Sociological Association. Available at http://www.asanet.org/journals/TS/Oct13TSFeature.pdf Politizane. 2012. Wealth Inequality in America. [Infographic video]. Available at https://www.youtube.com/channel/UCY0cmOmee24dMhj6kXaIs2A Renzulli, Linda A., Howard E. Aldrich, and Jeremy Reynolds. 2003. “It’s Up in the Air, Or Is It?” Teaching Sociology, Vol. 31, No. 1 (Jan. 2003), pp. 49–59. The Equality Trust. Available at http://www.equalitytrust.org.uk/. Wilkinson, Richard, and Kate Pickett. 2010. The Spirit Level: Why Greater Equality Makes Societies Stronger. New York: Bloomsbury Press. 9. QUESTIONS TO CONSIDER WITH SUGGESTED ANSWERS 1. How do you think the Canadian and global stratification systems will change over the next 10 years? Over the next 25 years? Why do you think these changes will occur, and what countervailing forces could work against them? Answer: In the next 10 years, Canadian and global stratification systems may shift due to technological advancements and economic changes, potentially increasing inequality. Over the next 25 years, climate change and demographic shifts might further impact these systems. Changes could be countered by policies aimed at social equity and economic redistribution, though political resistance and entrenched interests may impede progress. 2. Why do you think many Canadians oppose more government intervention to reduce the level of inequality in society? Before answering, think about the advantages that inequality brings to many people and the resources at their disposal for maintaining inequality. Answer: Answers will vary by student; they may include arguments found in Box 8.1 (p. 199). The discussions of perceptions of class inequality (pp. 216–217) and theories of stratification (pp. 207–212) may be used to provide support for answer. Many Canadians oppose increased government intervention to reduce inequality due to the perceived threat to personal or economic interests and the belief in meritocracy. Those benefiting from existing inequalities often have significant resources and influence to resist changes that might diminish their advantages, fostering a preference for maintaining the status quo. 3. Compare the number and quality of public facilities, such as playgrounds, public schools, and libraries, in various parts of your community. How is the distribution of public facilities related to the socioeconomic status of neighbourhoods? Why does this relationship exist? Answer: In many communities, public facilities like playgrounds, schools, and libraries often vary in number and quality based on neighborhood socioeconomic status. Wealthier areas tend to have better-funded and maintained facilities due to higher local tax revenues and political influence. This disparity exists because affluent neighborhoods can allocate more resources, while poorer areas struggle with underfunding and neglect. 4. Scientific advances in both microelectronics and biotechnology are significant features of this decade. How might these influence, and in turn be influenced by, inequality in contemporary Canada? Answer: Advances in microelectronics and biotechnology could exacerbate inequality in Canada by widening the gap between those who can afford cutting-edge technologies and those who cannot. Conversely, these technologies could be shaped by existing inequalities, with wealthy individuals and corporations having greater influence over their development and distribution. Chapter 8: Social Stratification 1. Thinking Sociologically—Does Hard Work Really Pay Off? What happens when a boss goes undercover in his or her place of work and poses as an employee? The TV series Undercover Boss (CBS 2010; airing in Canada on CTV) follows company owners, CEOs, and VPs through the ups and downs of this social experiment. In a recent episode, a boss who oversees various hotel chains goes undercover and works various jobs, such as maintenance worker, maid, night desk clerk, and marketing coordinator, all under the watchful eye of his own employees. Unaware that he is their boss, they train him and evaluate his performance. The boss is humbled by his experience of being a frontline employee. At the show’s conclusion, the boss meets with his four employees and reveals his true identity. To the surprise of the employees, the boss commends all of them for their work, promoting some and offering management training to others. He even bestows a scholarship to one of the employee’s children. In most cases, the hard work and dedication of these employees would otherwise have been systemically overlooked. Application Question 1. Which sociological perspective do you believe the values of the show are closest to? Answer: Functionalism: Social stratification is a motivator and necessary to ensure societal progress; it ensures that the most talented are trained for the most important jobs. “Important” jobs would not exist if not for the “less important” jobs. Individual reward is not a lone motivator; reward is interpretive. Talent can go undetected because of inequality, and the “have” group is not always the most talented or motivated. They believed we would move from a system of inequality based on ascription found in closed societies to one based on achievement found in open societies. However, it is the combination of ascribed and achieved statuses that determine a person’s access to opportunity and life chances, as evidenced by, for example, the correlation between family background and educational achievement. 2. Perceptions of Social Inequality in Your Peer Group Take an informal survey of five people’s perceptions of social stratification in Canada. A simple way to do this is to ask an opinion-based question, such as “why does social inequality exist in Canada?” After your respondents answer the question, have them further explain/elaborate their answers without trying to lead them in a certain direction. While conducting the survey, take detailed notes. Review each of the respondents’ answers. Classify their responses as being associated with conflict theory, feminist theory, functionalist theory, or some combination. Application Questions 1. Write a report that addresses the following: • What evidence in each respondent’s answer justifies your theoretical classification? • What consistencies exist between the respondents’ answers? • What might account for the consistencies in perceptions of social inequality? Answer: A conflict theorist would focus on class divisions between the bourgeoisie (haves) and the proletariat (have nots). They would point out that recently, the division between the two classes has increased. They would also argue that ownership in Canada is becoming increasingly more concentrated in a small group of wealthy families. A feminist might focus on the feminization of poverty. They might point out that women are more likely to be low-income earners than men are. The female–male poverty gap is a product of women’s position in the labour market compared to men. Women generally work less than men because of the sexual division of labour in our society. Functionalists argue that social stratification is a motivator and necessary to ensure societal progress; it ensures that the most talented are trained for the most important jobs. “Important” jobs would not exist if not for the “less important” jobs. Individual reward is not a lone motivator; reward is interpretive. Talent can go undetected because of inequality, and the “have” group is not always the most talented or motivated. They believed we would move from a system of inequality based on ascription found in closed societies to one based on achievement found in open societies. However, it is the combination of ascribed and achieved statuses that determine a person’s access to opportunity and life chances, as evidenced by, for example, the correlation between family background and educational achievement. Although the level of consistency between respondent responses depends on the sample, it is likely that considerable consistency exists. This likely result occurs because students are most likely to conduct interviews with respondents of similar social backgrounds (e.g., university students). Chapter 8: Social Stratification Intergenerational Mobility in Comparative Perspective Most parents have high hopes for their children. Parents invest considerable time, energy, money, and other forms of capital in cultivating their children’s success. Such socialization efforts, however, occur in a broader social context. As always, macro structures shape opportunities for meso and micro action. The following link provides a report on intergenerational mobility rates in OECD countries. (The OECD, which stands for Organization for Economic Cooperation and Development, is an organization consisting of 34 high-income, developed nations.) Intergenerational mobility is one measure of the amount of upward or downward movement in stratified societies. Specifically, intergenerational mobility compares the social position of individuals to their parents. The greater the similarity of social positions between parents and children indicates less social mobility. If all children replicated their parents’ positions, a society would be static, not dynamic. http://economix.blogs.nytimes.com/2010/02/10/are-you-better-off-than-your-parents-were/ Application Questions 1. Analyze the evidence in the newspaper report and draw a conclusion about the comparative situation of Canada. Answer: The first chart reports the correlations between parents’ earnings and those of their children. The range of this measure is between zero and one. Where the correlation is zero, parents’ earnings have no effect on children’s earnings. Where the correlation is 1.0, children’s earnings are identical to their parents’ earnings. The correlation for Canada on this measure is slightly below 0.2. Of the dozen countries in the report, Canada’s measure is comparatively low, which indicates more opportunities for mobility than most countries (i.e., more than all those nations to the right of Canada on the chart). The second chart reports the connection between parental background and academic performance (itself an important contributor to success). Here, again, we see that Canada has a relatively weak connection between the social position of parents and the educational success of their children. This indicates more social mobility. 2. Based on the evidence, how does a developed welfare state affect levels of social mobility? Answer: In the first chart, the countries to the left of Canada include Demark, Austria, Norway, and Finland. All these nations have more fully developed welfare states. By contrast, at the other end of the chart (lower social mobility nations) are countries like the United States and Great Britain, who have less well-developed welfare states. The second chart, connecting parents’ status to children’s education, provides a similar picture. Canada’s comparatively high social mobility situation is clustered with that of the Nordic countries, while the United States is at the other end of the spectrum. Welfare state development is based on the idea of government intervention through policies to promote more equal access to resources and opportunity. The evidence suggests that promoting a progressive welfare state is connected to providing more opportunities for social mobility. Chapter 9 – Globalization, Inequality, and Development 1. LEARNING OUTCOMES (WITH BLOOM’S TAXONOMY) After completing this chapter, students should be able to: • Explain globalization as the process by which people and institutions around the world are becoming more aware of, and dependent on, one another. • Recognize that the impact of globalization is complex: more homogenization in some instances, and the accentuation of local differences in others. • Summarize changes in the scale and the nature of global inequality. • Evaluate different theoretical explanations for the persistence of global inequality. • Explain the differences between countries in terms of trends in global inequality. • Describe the ways in which the negative effects of globalization can be mitigated. 2. WHY IS THIS CHAPTER IMPORTANT TO SOCIOLOGY STUDENTS? Since there is no aspect of life in an industrialized society left untouched by globalization, students need to be aware of both its advantages and its consequences, particularly as we note the increasing impacts of globalization in multiple spheres of modern life. For students to become full citizens of a “global community” means that they need to develop an understanding of their interconnectedness with others in far-flung places, and especially the ways in which the “individual” choices they make, as well as the advantages they enjoy, have impacts on others around the world. It is also important for students to realize, as “natives” of globalization rather than migrants to it, that the division of the world into rich and poor countries is not “natural” or inevitable, but the result of sociohistorical processes. 3. WHY SHOULD STUDENTS CARE? For the reasons stated above, a concrete and nuanced understanding of globalization, underdevelopment and inequality will deepen students’ sense of their connectedness to a wider world, add an important dimension to their sociological perspective, and provide them with more cognitive tools to make rational and beneficial decisions and choices. 4. WHAT ARE COMMON STUDENT MISCONCEPTIONS & STUMBLING BLOCKS? Students are intimately familiar with the many aspects of globalized world in which they are embedded, but it is precisely the taken-for-grantedness of their engagement with globalization that prevents them from understanding either its inequalities, or the historical context that explains its emergence and structure. The text discusses the creation of a global village (pp. 220–221) and globalization in modern life (pp. 223–224). Additional references throughout class or activities/assignments may help them to appreciate and understand the growing and evolving nature of globalization. Terms such as “globalization” or “development” are loaded words, in that they carry considerable ideological freight, and students may have challenges learning to think critically about what these terms signify from a sociological perspective. 5. WHAT CAN I DO IN CLASS? At the start of class: Unpacking assumptions about development and underdevelopment: Summarize descriptions of Britain prior to the Industrial Revolution and contrast them to descriptions of, for example, pre-contact Aztec or Indian society. Then, provide a summary account of the impact of imperialism and colonialism on the Americas, Asia, and Africa. See p. 234 of the text. An excellent overview of the Americas is offered by Ronald Wright in A Short Illustrated History of Progress (pp. 157–169). For an account of the de-industrialization of the Indian economy at the hands of the British, see Paul Bairoch, Economics and World History: Myths and Paradoxes. Excerpt on India available at https://books.google.ca/books?id=LaF_cCknJScC&pg=PA88&lpg=PA88&dq="indian+textile+industry"+history+underdevelopment&source=bl&ots=r8eg62B9I_&sig=YfbuTKwXv4No7xLc845qb5ewOr4&hl=en&sa=X&ei=0NGmVNK0OouHyQSs_YGYAw&ved=0CDkQ6AEwBg - v=onepage&q="indian h Clothing labels: Ask the students to check the labels on their clothing and volunteer what the “country of origin” is. View: “Where Am I Wearing?” (3 min., 25 sec. clip available at http://www.youtube.com/watch?v=BYAGodTjM_Y&feature=g-vrec) and discuss “the global village” and how we, through our clothing purchases, have an impact on and connection to people and societies around the world. Another useful resource to have on hand would be a slide, prepared in advance, listing the GDP of the main producer countries (e.g., Bangladesh, India), compared to the GDP of Canada or the USA. Video clip/Discussion: “Amerika.” Show this video by the German rock band Rammstein (in German with English subtitles), and then ask students what they think it might be saying about globalization. Ideas will vary, but the overall theme of cultural homogenization and McDonaldization will emerge, and the discussion can be easily bridged into an introduction to global inequality. (4:17; available at https://www.youtube.com/watch?v=BxroiTRg7Tg) Throughout the class: Think/Pair/Share: Imagine that “this” year is 1970 (with no ATMs [automatic teller machines], Internet, Facebook, cellphones, etc.). What impact would this have on your daily reality? How would you interact with others? Discuss with a classmate. Class discussion: “Compare and contrast” traditional corporations with transnational corporations. Create a chart that outlines the five differences (using the information found on p. 225 of the text) and ask the students to think about and volunteer the positive and negative aspects (outcomes/effects) for each one. For example: Traditional corporations rely on domestic labour and production (positive: employs people in the community/country; negative: production facilities are expensive and company [community/country] may not have the financial capital and/or infrastructure to feasibly open and operate). Transnational corporations rely increasingly on foreign labour and production (consumer products may be lower priced as a result of lower wage costs to the company, but jobs are “removed” from the domestic labour market with the consequence of increasing unemployment rates). [Understand/Apply] Debate: Should Nike (or any transnational company) be held responsible for the conditions at foreign factories that it does not own (that it is just “outsourcing” to)? The three major problem areas are working/labour conditions, the ages of the workers, and the wages being paid to the workers. (Note: This could be preceded by, or followed with the “Triangle Fire” documentary and the struggle for workers’ rights in America one hundred years ago). [Analyze/Evaluate] Small group/Class discussion: Display Figure 9.1 (p. 222) and ask the questions accompanying the graphic: “Which countries are most/least exposed to international tourism?” Focus on students providing possible explanations as to “why” this might be so, and “What consequences might differential exposure have for people’s self-identity?” [Understand/Analyze/Evaluate] Short video/Class discussion: “ 200 Countries, 200 Years, 4 Minutes.” In this short 2010 video, statistician Hans Rosling uses innovative software and an engaging style to paint an optimistic perspective on global development, by focusing on income and life expectancy. The video is an effective antidote to the grim nature of most of the material on this topic. (Available at https://www.youtube.com/watch?v=jbkSRLYSojo). Small group/Class discussion: Utilizing Table 9.2 (p. 232), discuss the figures. Ask the students for their opinion on/thoughts about the “global priorities” and the allocation of money being spent. How would they prioritize spending, and why? What changes would they propose? (Note: These figures are “prior 9/11”; military spending exceeds 1.2 trillion dollars. See http://www.un.org/disarmament/HomePage/HR/docs/2011/2011-04-12_Global_Day_of_Action _on_Military_Spending.pdf, April 2011.) [Understand/Apply/Analyze/Evaluate] Small group/Class discussion: “Ian Goldin: Navigating our Global Future” (7 min., TEDTalk, available at http://www.ted.com/talks/lang/en/ian_goldin_navigating_our_global_future.html). Goldin posits that the challenges we will face in the future must be dealt with by the human race collectively, and we must change our thinking from nationally to globally if we are going to succeed in solving these issues. View and discuss his assertion (at 5 min., 40 sec.), “It’s going to require an understanding that the glory of globalization could also be its downfall. This could be our best century ever because of the achievements, or it could be our worst.” [Understand/Apply/Analyze] Small group/Class discussion: “How the west [sic] dump Electronic Waste in Africa and India.” This 2009 documentary by Greenpeace follows the path of e-waste sent as “charity.” (6:15; available at https://www.youtube.com/watch?v=5A5zVNpkuzk) [Understand/Analyze] Documentary: Made in Bangladesh (45 minutes; the fifth estate; available at http://www.cbc.ca/fifth/episodes/2013-2014/made-in-bangladesh). This 2013 CBC documentary is an investigation into the conditions surrounding the collapse of the Rana Plaza garment factory and the way in which Canadian companies were implicated. View and discuss. For more on the Rana Plaza disaster, see Box 9.1, p. 224. (Note: The viewing could follow the introductory activity involving clothing labels.) [Understand/Analyze] Documentary: Triangle Fire (52 min.; produced by American Experience Films; available at http://video.pbs.org/video/1817898383/). This film will provide students with a historical context and frame of reference to use when discussing development in other societies and the impact of globalization. It addresses the social experiences of “employees” at the Triangle Shirtwaist Factory (a “sweatshop”) in New York City and the deaths of 146 workers due to a fire on March 25, 1911. The points made could then be used by the students and applied toward understanding the issues that are currently occurring within other developing societies. View and discuss “Why would Americans create laws to protect workers, but disregard human/worker’s rights in other countries?” (Note: If time is an issue, view the first 13 minutes, and then discuss the applications to sweatshops in other countries.) [Understand/Apply/Analyze/Evaluate] Documentary: The End of Globalisation [sic] – World (27 min.; available at http://www.youtube.com/watch?v=2EVWE5XNeDc&feature=relmfu). This 2008 documentary provides a depth and breadth of information addressing economic globalization. View in segments (either those of the video, or your own choosing) and discuss, asking students to “make connections” to the chapter material and/or current day issues. [Understand/Apply/Analyze] 6. HOW WILL I KNOW THAT MY STUDENTS HAVE LEARNED THE LOs? Research/Writing assignment: It has been said that corporate globalization is a version of neocolonialism. Do you agree or disagree? Why, or why not? Substantiate/support your position with research. End the class with a mini quiz: Focus on multiple-choice questions that address the Learning Objectives of the chapter. Review and discuss the “correct” answers for each question. (The use of “clicker” technology and turning point slides is very effective for this exercise.) Ask students (in pairs/small groups) to create and submit a question (with answer): The question should be one that they would like to be included on an upcoming exam. Some of these questions could be developed into a multiple-choice format and used at the start of the next class as a review of the material from this session. It allows students to engage with the exam creation, and if used as part of the next session’s opening questions, it enables them to self-assess their learning and engagement in the previous session. MindTap: Refer your students to http:/www.nelson.com/student to access the MindTap for Sociology: Your Compass for a New World. MindTap is a personalized program of digital products and services that engages students with interactivity while offering students and instructors choice in content, platforms, devices, and learning tools. This resource includes quiz questions, videos, and articles that are accompanied by thought-provoking questions that challenge students to think critically about current issues and events. Ask students to utilize this learning tool, and bring to the next class any questions (difficulties) they may have in regards to information from this chapter. 7. HOW CAN I ASSESS MY OWN “PERFORMANCE”? A critical reflection on my own practice: insights and understandings: A. Did I get the attention of my students at the beginning of class? a. What did I do? Did it work? How? If not, why not? b. Did I get the right kind of attention, or the wrong kind? B. Did I allot enough time for student dialogue/participation/engagement in the learning process? a. If not, why not? b. Is there any material that can (or should) be minimized or removed in order to allow for student input and participation? c. Are there ways of transferring some of the content online to open up more time in class for participation and engagement? C. How could I incorporate more student input and participation? (e.g., clicker questions, think/pair/share, one-minute summaries) D. Were my students engaged and/or focused? If so: a. What tells me that they were? b. What concepts were we covering? c. What precisely were they engaged with and/or focused on? (i.e., video clip, documentary, debate, small group discussion, whole class discussion) d. Were there unexpected moments of engagement, i.e., in group discussion, that I recognized and incorporated? If not: a. When did I lose them? b. Why did they disengage/lose focus? E. Did I integrate formative assessment of student learning throughout the “lecture”? a. What did I do? b. Did these assessments suggest to me that they understood the key concepts? If not, was I prepared to alter my plan in response? F. Did I request feedback from the students on their learning experience in this class? i.e.: a. Submission of an “aha” moment they had b. Informal summary (point form) addressing two or three concepts covered c. Five (ten) minutes for “debriefing” at the end (of class or topic)—“What” are your questions? (not “Are there any questions?”) d. Refer students to an online survey (e.g., Blackboard learning system, toofast.ca). G. Some things to consider for the next class (modifications to consider when teaching this chapter again): a. What worked really well, and why? b. What could/should/might I do differently next time to improve student engagement and learning? H. What did I learn about this topic? What insights did I gather from my students? Were any of those insights surprising to me? I. What did I learn about my teaching, and what can I do to modify my teaching as a result? 8. WHAT OTHER RESOURCES ARE AVAILABLE? [Supplementary Resources] Bairoch, Paul. 1995. Economics and World History: Myths and Paradoxes. Chicago: University of Chicago Press. Brewer, Benjamin D. 2011. “Global Commodity Chains & World Income Inequalities: The Missing Link of Inequality & the “Upgrading” Paradox.” Journal of World-Systems Research—American Sociological Association, Vol. XVII, No. 2, pp. 308–327. Available at http://jwsr.ucr.edu/archive/vol17/Brewer-vol17n2.pdf). CORPWATCH: Holding Corporations Accountable. “CorpWatch investigates and exposes corporate violations of human rights, environmental crimes, fraud and corruption around the world” and their website has links to newspaper articles addressing issues reported involving Food and Agriculture/Manufacturing/Technology & Telecommunications and other industries. Available at http://www.corpwatch.org/article.php?list=type&type=203. Culpeper, Roy. 2005. “Approaches to Globalization and Inequality within the International System.” United Nations Research Institute for Social Development, Overarching Concerns Programme Paper Number 6, October 2005. Available at http://www.iiav.nl/epublications/2005/approaches_to_globalization_and_inequality.pdf. Heintz, James. 2006. “Low-wage Manufacturing and Global Commodity Chains: A model in the Unequal Exchange Tradition.” Cambridge Journal of Economics, Vol. 30 (2006), pp. 507–520. Institute for Global Labour and Human Rights. “... a non-profit 501(c)(3) human rights organization dedicated to the promotion and defense of internationally recognized worker rights in the global economy.” Available at http://www.globallabourrights.org/. Kelley, Mark. 2013. “Made in Bangladesh.” the fifth estate. Available at http://www.cbc.ca/fifth/episodes/2013-2014/made-in-bangladesh Klein, Naomi. 2008. The Shock Doctrine: The Rise of Disaster Capitalism. Toronto: Vintage Canada. Meyer, John W. 2007. “Globalization: Theory and Trends.” International Journal of Comparative Sociology, Vol. 48, No. 4, pp. 261–273. Ritzer, George. 2008. The McDonaldization of Society 5. Thousand Oaks, CA: Pine Forge Press. Team Sweat. “An international coalition of consumers, investors and workers committed to ending the injustices in Nike’s sweatshops around the world.” Available at http://www.teamsweat.org. Timmerman, Kelsey. 2008. Where Am I Wearing: A Global Tour to the Countries, Factories, and People that Make Our Clothes. New York: Wiley. United Nations. “We Can End Poverty 2015: Millennium Development Goals.” Available at http://www.un.org/millenniumgoals/. VIDEA (Victoria International Development Education Association). 2000. “Behind the Swoosh: Facts About Nike.” Global Citizens for a Global Era, Vol. 1, Iss. 3. Available at http://www.videa.ca/support_items/behind_the_swoosh_ch01.pdf. Wright, Ronald. 2004. An Illustrated Short History of Progress. Toronto: House of Anansi Press. 9. QUESTIONS TO CONSIDER WITH SUGGESTED ANSWERS 1. Use your imagination to mentally subtract all of the ways in which globalization has affected your life, family, and town. Describe what your life would be like if it had not been affected by globalization. Answer: Without globalization, life would be less interconnected, with limited access to diverse goods, cultures, and technologies. My family and town would experience fewer international influences and innovations, leading to a more localized and less dynamic environment. 2. Think of a commodity you consume or use every day—bananas, coffee, shoes, cellphones, for example—and research where and how it was manufactured, transported, and marketed. How does your consumption of the commodity tie you into a global commodity chain? How does your consumption of the commodity affect other people in other parts of the world in significant ways? Answer: Answers will vary by student and should integrate an explanation of the term “global commodity chain” (p. 223 of the text). For example, coffee beans are often grown in countries like Brazil, processed and transported globally, and sold in local stores. This ties me into a global commodity chain, affecting farmers' labor conditions and economies in producing countries. 3. What are some of the problems associated with using foreign aid to alleviate global poverty? If you think North Americans should be doing something else to help end global poverty, then what should we do? Answer: Answers will vary, and may include reference to foreign aid (pp. 239–241). Students may discuss debt cancellation (p. 241) or democratic globalization in comparison to neoliberal globalization (p. 242). Problems with foreign aid include dependency and misallocation of resources. North Americans could focus on fair trade practices, supporting sustainable development, and investing in education and infrastructure in impoverished regions to create more lasting impact. Chapter 9: Globalization, Inequality, and Development Application Questions 1. Global Closet Calculator Globalization is a social force generating a more interdependent world. Since everyday experience is local (versus global), it is often difficult to appreciate how interconnected our lives are with anonymous others around the world. This sociological application encourages you to (i) see how global interdependence shapes one small part of your world (your clothes closet), and (ii) think about the consequences of globalization. Steps: 1. Go to the National Geographic’s Global Closet Calculator site. http://globalcloset.education.nationalgeographic.com 2. Create your character and then carefully enter all the items in your closet, making sure you enter the location where they were produced. 3. Examine your interdependence map. Click on each of the coloured bubbles and record the percentage of your wardrobe that comes from each location. 4. Next, choose whether you want to examine the manufacturing sequence of either jeans or an mp3 player. 5. Go through the steps in the production and distribution process of the item you selected. As you go through the steps, you will be encouraged to make decisions about how you prefer to proceed. 6. Write a report that addresses the following issues: a. How much of your wardrobe comes from locations other than Canada? Is this a good thing for your interests? for Canadians’ interests? Why? b. Review the decisions you made for preferred production and distribution processes for either jeans or mp3 players. What values informed your decisions? Justify whether you would describe your decision models as realistic, idealistic, or some blend of each. c. What price did you pay for the last pair of jeans or mp3 player you purchased? Justify how much extra you would be willing to pay for this item if the production and distribution model followed your preferences. If the price of most items you purchase during a typical month were inflated by the same factor, would you be able to afford the courage of your convictions? Answer: Answers will vary. Key points may include • a clearer appreciation of how interconnected the world of consumption is, how limited Canada’s role is in producing typical consumer goods, and how offshore manufacturing may benefit individual interests while harming collective (Canadian) ones. • an appreciation that both realistic and idealistic attitudes have costs. Given that most available consumer goods are derived from “realist” attitudes, the costs of idealism may seem strikingly high. a. A significant portion of my wardrobe is sourced internationally, reflecting global supply chains. While this offers variety and often lower costs, it may negatively impact Canadian industries and local labor standards. b. My preferred production and distribution processes for jeans emphasize ethical labor practices and sustainability, blending idealism with realism. c. I paid $60 for my last pair of jeans. I’d pay up to 20% more for ethical production. If most monthly purchases were similarly inflated, it might strain my budget but align with my values. 2. Inequality’s Consequences The world contains tremendous global income inequalities. Practically everyone agrees that if you are interested in living a longer, healthier, happier life, it is preferable to live in one of the richer, more developed countries. Among the rich, developed countries, however, there are large income differences. For example, comparing only high-income countries, the average income of citizens in Norway and the United States are more than double that of citizens of Portugal and South Korea. Interestingly, however, among high-income countries, the level of richness has no systematic relationship to important personal or social outcomes (Wilkinson and Pickett, 2010). People in the richest of the rich countries do not, on average, live longer, have less physical or mental illness, experience less crime or more trust, and so on. Once a country enters the category of “rich,” it doesn’t much matter how “rich” they are. This conclusion, however, does not imply that income inequality among rich nations doesn’t matter. It does matter, and this application helps you see the connection. Steps: 1. Go to the following website, which presents a series of 12 slides from Wilkinson and Pickett’s (2010) book, The Spirit Level: Why Equality is Better for Everyone. http://www.equalitytrust.org.uk/resources/spirit-level 2. Look at the first slide, which plots the relationship between income inequality (the independent variable on the horizontal axis) and the percent of national income spent on foreign aid (the dependent variable on the vertical axis). Pay careful attention to the following points: • In all 12 slides, the independent variable (horizontal axis) is always the same. It reports the level of income inequality within each rich country. This is NOT a measure of how rich these countries are. It is a measure of how much income inequality they have. So, for example, it is clear that the United States has a lot of income inequality, while Japan and Norway have much less. • For your convenience, rather than use a precise scientific measure, the horizontal axis scores rich countries from low to high on the level of income inequality. • In the first slide, the dependent variable is “percent of national income spent on foreign aid”—in other words, how generous the country is in sharing its wealth with less fortunate nations. Each of the 12 slides reports a different outcome variable: child well-being, teenage births, crime, obesity, education, and so on. The 12 outcome measures report features of social life that most people find preferable—better child well-being, fewer teenage births, less crime and obesity, more education, and so on. 3. Carefully examine each of the 12 slides, looking at the general pattern between the level of income inequality among rich nations and the social outcomes. Write up a report that addresses the following issues: • What pattern captures the connection between income inequality within rich nations and their social conditions? • Are you surprised that, although level of richness is not systematically related to important social outcomes, income inequality within a society is? • If income inequality has important consequences, what can you do to reduce it? Answer: Answers will vary; however, the following observations are likely: • Income inequality within rich nations is systematically patterned across this wide range of important social outcomes. More income inequality is generally associated with worse outcomes. • Most students are surprised that “richer” does not necessarily mean “better.” After all, many students expend considerable time and energy preparing themselves to become richer. • Income inequality is a social fact beyond any individual’s control. It is a feature of the social structure that surrounds us. Creating more equality is a public policy project. Basically, more income equality can be generated on the production side or the distribution side. On the production side, public policy needs to control income differences (e.g., how many times more compensation than the average worker do corporate leaders require?). Alternatively, more income equality can be achieved through higher taxation and income redistribution. Pattern: Higher income inequality in rich nations is consistently linked to poorer social outcomes like lower health and education levels. Surprise: It's notable that income inequality affects social conditions more than overall wealth. Action: To reduce inequality, support policies promoting equitable income distribution, education access, and social safety nets. Chapter 9: Globalization, Inequality, and Development The Internet and Social Stratification Internet access mirrors social inequality. After all, the Internet requires an expensive infrastructure and people must pay for it. Consequently, access is not open to everyone. In Canada, people with a higher education and above-average income are most likely to enjoy Internet access. Globally, North America is a leader in the Internet connectivity of its population. Click on http://www.internetworldstats.com/stats.htm at the Internet World Stats website to view world Internet penetration rates by geographic region. This evidence shows that, though North Americas population is much smaller than other regions such as Africa and Asia, its Internet users (84.9 percent of its population) account for 10.7 percent of global Internet usage. Conversely, the entire continent of Africa, with only 21.3 percent of its population using the Internet, accounts for a mere 8.6 percent of global Internet usage. These figures illustrate how international inequalities in Internet usage bear a striking resemblance to more widespread global inequalities. Application Questions 1. Consider the relationship between Internet access and other types of social inequality. Is Internet access an independent or a dependent variable? In other words, does Internet access have an impact on other aspects of social inequality, or is the inequality of Internet access caused by other inequalities, such as inequality of income? Or is the relationship between Internet access and other forms of inequality reciprocal, with each type of inequality influencing the other? Answer: It is both a dependent and independent variable. Access to the Internet is determined by social structural factors, such as social inequality, access to resources, local infrastructure, poverty, and so on. But, not having access to the Internet also reproduces social inequalities due to lack of access to information. 2. Provide alternative accounts of these inequality findings using dependency theory and modernization theory. Which perspective do you find most compelling? Explain your answer. Answer: A modernization theorist would focus on internal dynamics that prevent peripheral countries from developing. They might discuss moral and religious belief systems, authoritarianism, censorship, surveillance, extreme poverty, lack of infrastructure, corruption, and so on. A dependency theorist would begin their analysis from a comparative perspective. They would ask how dominant peripheral countries have contributed to underdevelopment. They would also point out that multinational corporations, core governments from core countries, and international institutions (such as the World Bank or International Monetary Fund) have indirect control over peripheral countries. They have dictated the terms of development in the countries they invest in. Thus, they have helped to create the conditions that have left many peripheral countries with low levels of Internet access. Chapter 10 – Race and Ethnicity 1. LEARNING OUTCOMES (WITH BLOOM’S TAXONOMY) After completing this chapter, students should be able to: • Differentiate between race and ethnicity, recognize how they are socially constructed, and discuss how they are supported by social structure. • Recognize how ethnic and racial identities are influenced by social interaction. • Assess how power and privilege play a role in the persistence of racial and ethnic inequalities. • Predict the roles that race and ethnicity in Canada will play in the future. 2. WHY IS THIS CHAPTER IMPORTANT TO SOCIOLOGY STUDENTS? To properly analyze and evaluate the social problems of racism and prejudice (and in more extreme cases, expulsion and genocide), students require a solid understanding of the social construction of race and the connections that the arbitrary definitions have to dominance and power. Students may be unaware that Canada, despite its official policy of multiculturalism, has a history of institutionalized racism. Knowing the societal history is necessary for understanding the current issues and problems that Canadians are experiencing. 3. WHY SHOULD STUDENTS CARE? Population projections indicate that Canada will continue to become more ethnically and racially diverse. As a result, students will be encountering increasing numbers of people who are racially and ethnically “different” from them. The more they understand the experiences of other people, the greater the probability of successful and positive interactions. Students who themselves come from visible minority backgrounds have an opportunity to learn from a sociological perspective about issues they may already have experienced personally. Understanding the terms and concepts found in this chapter may aid students in coming to a greater understanding of their own attitudes about others. Consequently, they may stop attributing psychological motives to actions and begin to consider the social context from within which those actions arise. 4. WHAT ARE COMMON STUDENT MISCONCEPTIONS & STUMBLING BLOCKS? Students tend to be confused and challenged by the concepts of race, ethnicity, and nationality. This requires that time is devoted to addressing the fluidity between the conceptual borders of the three, making apparent to them that since these three categories are “social constructs”; the meanings are being reconstructed, redefined, and renegotiated over time. Similar confusion may be encountered about the differences between prejudice and discrimination. Many students are unaware of the aspects of Canada’s history that involve officially sanctioned racist and discriminatory policies. Similarly, students are likely to have a low awareness of the current issues and problems that Canada’s Aboriginal people live with. The use of both historical and contemporary media clips (suggestions below) will provide concrete evidence and a context for discussion. Although students are likely quite cognizant of the scientific claim that there is no biological basis for grouping people in racial categories, they may at the same time be harbouring certain racially or ethnically based stereotypes. Hence, it will be very important to ensure that the sociological arguments about the social construction of race are solidly backed by evidence, and that students learn how racialization is always linked to a particular social and historical context. 5. WHAT CAN I DO IN CLASS? At the start of class: “Address the Elephant in the Room”: View “Dave Chappelle—Open Racism” (4:46; available at http://www.youtube.com/watch?v=VU28Pv26nNQ&feature=related) and discuss his comment, “But you can’t help it—if you an American, you a racist—we brought up from the beginning to think in generalizations...” (found at 3 min., 35 sec.). Ask students to comment on the “stereotypes” that are presented in the clip—and why are people laughing at them? Would it be as funny if Dave Chappelle had “white” skin? (Note: Viewer discretion advised—language). Unconscious racism: For the introduction to the lecture, summarize recent research that asks subjects to react to photos of subjects from different racial backgrounds and which reveals the extent to which many people are racially biased even though they may not even be aware of it. Ask students whether they agree that racial bias can be involuntary rather than overt. (Background on recent research available at http://www.cnn.com/2014/11/26/us/ferguson-racism-or-racial-bias/ and http://www.cbc.ca/news/canada/racism-still-an-uncomfortable-truth-in-canada-duncan-mccue-1.2831066). The Implicit Association Test, developed by Harvard University, can be taken online. (Available at https://implicit.harvard.edu/implicit/featuredtask.html) Throughout the class: Think/Pair/Share: Ask students to think of a time when they had been discriminated against because of their “race” and discuss the situation with a classmate (and if they’ve never experienced discrimination—why haven’t they?). (Note: Sensitivity is required in exercises such as these. Visible minority students should not feel as if they are being “used” as examples to teach white students in the class about racism.) [Understand/Apply/Evaluate] Small group/Class discussion: “Disney and racial stereotypes.” Introduce the proposition that many narrative structures in Disney are founded on a racialized dichotomy between the heroes and the villains. One obvious example is The Lion King. (1994). Solicit other examples from students, then suggest a close study of Aladdin (1992), with a focus on Aladdin, the hero, and Jafar, the villain. Show the students a selection of clips in which both characters interact with one another. (Note: The climactic fight scene works well.) Then, split students into small groups for discussion. You might want to provide them with a chart on which to fill in their comparison of how the two characters are presented (e.g., physical appearance, manner of speaking, actions, etc.). The point of the discussion is for the students to decide whether each character is meant to represent something more than that individual, and in particular, whether they feel the presentation of Jafar is racialized. Useful background is Edward Said’s work on Orientalism. (A discussion of Aladdin that uses Said’s notion of Orientalism is available at http://www.academia.edu/4221270/_Its_barbaric_but_hey_-_its_home_The_representation_of_the_Orient_in_Walt_Disneys_Aladdin) [Understand/Apply/Evaluate] Class activity: Demonstrating that race “IS” a social construction. See Brian Obach’s article (1999) “Demonstrating the Social Construction of Race” and his class activity found in Teaching Sociology, Vol. 27 (pp. 252–257) available at http://www.asanet.org/introtosociology /Documents/TSObach1999.pdf. [Understand/Apply] Class Discussion: View this TEDTalk, “Nina Jablonski Breaks the Illusion of Skin Color” (14:48; available at http://www.ted.com/talks/lang/en/nina_jablonski_breaks_the _illusion_of_skin_color.html) and discuss how and why we began to (and still do) categorize people based on human skin pigmentation. If more historical context is desired, a useful adjunct is “The social construction of race explained” (2:36; available at https://www.youtube.com/watch?v=_qaWp8_z81w&feature=plcp)[Understand/Apply/Analyze] Small group/Class discussion: “Prejudice.” This 9-minute clip entitled “Jane Elliott—Brown Eyes vs. Blue Eyes” (available at http://www.youtube.com/watch?NR=1&feature=endscreen &v=Hqp6GnYqIjQ) is narrated by Dr. Philip Zimbardo and discusses prejudice, using footage of Jane Elliott’s “Brown Eyes/Blue Eyes” original exercise. View and discuss the effectiveness of this “experiment”—is it an exercise that should be incorporated into present day public school curriculum? Why, or why not? [Understand/Apply/Analyze/Evaluate] Small group/Class discussion: The “Vicious Circle of Race (racism).” Post this quotation (Haney López, 1996, p. 133): “Race is not an immanent phenomenon located only in our heads, but an injurious material reality that constantly validates the common knowledge of race ... Through law, race becomes real becomes law becomes race in a self-perpetuating pattern altered in myriad ways but never broken.” Ask students to answer “what does this mean?” and to explain and substantiate with connections to/examples of current-day realities. Ask them “why” race became a “material reality” (connect to power/authority/law and the lawmakers) and what needs to be done to break this “self-perpetuating pattern”? [Understand/Apply/Analyze/Evaluate/Create] Small group/Class discussion: Racism in Canada—“Africville: Expropriating Black Nova Scotians.” Go to http://www.cbc.ca/archives/categories/society/racism/racism.html for a selection of four television/seven radio clips which you can use to launch a discussion about racist behaviours/actions aimed at Black Canadian citizens (pp. 261–263). [Understand/Apply] Small group/Class discussion: Racism in Canada—“Not Welcome Anymore” (Chinese Canadians). Available at http://www.cbc.ca/archives/categories/society/immigration/chinese-immigration-to-canada-a-tale-of-perseverance/not-welcome-anymore.html, this 1997, 6-minute clip addresses the 1923 law passed in Ottawa, “The Chinese Exclusion Act.” View and ask students how this connects to the theory of the split labour market and the development of racist attitudes (pp. 263–264). [Understand/Apply/Analyze/Evaluate] Small group/Class discussion: Display Figure 10.2 (“Canada’s Foreign-Born Population by Continent of Birth, 1981 to 2031 (projected)” (p. 264) and ask students to offer explanations for the changes in “Canada’s Ethnocultural Portrait.” Continue with a discussion of the liberalization of Canadian immigration policy in the 1960s. [Understand/Apply/Analyze/Evaluate] Small group/Class discussion: Racism in Canada—“A New Future” (First Nations). This 2 min., 37 sec. clip found at http://www.cbc.ca/archives/categories/society/education/a-lost-heritage-canadas-residential-schools/a-new-future-for-children-at-james-bay-residential-school.html was aired in March 1955. It presents smiling and happy Aboriginal children in the residential school in Moose Factory, Ontario, to commemorate “Education Week.” View, discuss, and follow with the fourth clip, “Native Leader Charges Church with Abuse” (http://www.cbc.ca/archives/categories/society/education/a-lost-heritage-canadas-residential-schools/native-leader-charges-church-with-abuse.html, 2 min., 14 sec.; aired October 1990). Ask students to compare and contrast the representations (1955 and 1990) and discuss residential schools and cultural genocide (pp. 257–259). [Understand/Apply/Analyze] Small group/Class discussion: Current events: Go to “Google News” and select a recent news article that addresses an issue that has a connection to the chapter material. Discuss the chapter concepts within the context of the news article. In a small class: Provide the students with copies of the article; ask them to read, “interrogate,” and discuss with group members. Follow up with a class discussion. (For example: “Immigrants Cost $23B a Year: Fraser Institute Report,” available at http://news.nationalpost.com/2011/05/17/immigrants-cost-23b-a-year-fraser-institute-report/. Students quickly picked up on the “rhetorical” devices used; the word choices of “cost,” “charity,” “on the cheap,” etc. [see Brock et al., 2012, Chapter 3]—and they actively engaged in the follow-up discussion.) [Understand/Apply/Analyze/Evaluate] Small group/Class discussion: Box 10.4 (p. 270) asks the question, “Should We Pay the Price of Past Wrongs?” View “A Long-awaited Apology” (June 11, 2008), available at http://www.cbc.ca/archives/categories/society/education/a-lost-heritage-canadas-residential-schools/a-long-awaited-apology.html (approx. 6–16 min., or more if time allows). “Today, we recognize that this policy of assimilation was wrong, has caused great harm and has no place in our country,” says Harper. “The government of Canada sincerely apologizes and asks the forgiveness of the Aboriginal peoples of this country for failing them so profoundly. We are sorry.” Discuss the questions asked in the Social Policy box. [Understand/Apply/Analyze/Evaluate] Guest speaker: Arrange to have a “visible minorities” individual talk with your class about the challenges she or he faced as a result of stereotypes, discrimination, systemic racism, and so on. Documentary: Unrepentant: Kevin Annett and Canada’s Genocide (2006, 1 hr, 48 min. Winner of Best International Documentary—2006 Los Angeles Independent Film Festival; and Winner of Best Director for an International Documentary—2006 New York International Film Festival). “This award-winning documentary reveals Canada’s darkest secret—the deliberate extermination of its indigenous peoples and the theft of their land under the guise of religion.” Available at https://www.youtube.com/watch?v=gqUvhDG7x2E. View from approximately 31 min. to 43 min. (argues that Aboriginals were the victims of deliberate germ warfare [small pox/tuberculosis] and addresses the Indian Act and genocide). Discuss internal colonialism and Canada’s Aboriginal peoples (pp. 257–259). Ask students if they find Annett’s argument to be powerful, authoritative, and salient. Why, or why not? [Understand/Apply/Analyze/Evaluate] Documentary: Race—The Power of an Illusion. A three-part series produced by California Newsreel (2003), which investigated race in history, science, and society. A 6-minute clip is available at http://www.youtube.com/watch?v=mW764dXEI_8 (entitled “Race the House We Live In”[sic]). A PBS Discussion Guide is available at http://www.pbs.org/race/000_About/002_04-discussion.htm and is an excellent resource for discussion questions. (To order DVDs, visit http://newsreel.org/video/RACE-THE-POWER-OF-AN-ILLUSION). Episode 1, “The Story We Tell” is available at https://mediaspace.msu.edu/media/Race:+The+Power+of+An+Illusion+-+The+Story+We+Tell+(Part+1)/1_a4lbu54i. Episode 3, “The House We Live In,” focuses on exposing the underlying social, political, and economic conditions that disproportionately channel advantages and opportunities to white people. [Understand/Apply/Analyze] 6. HOW WILL I KNOW THAT MY STUDENTS HAVE LEARNED THE LOs? Film analysis writing assignment: See the assignment outline on page 10–11 of this Instructor’s Manual. End the class with a mini quiz: Focus on multiple-choice questions that address the Learning Objectives of the chapter. Review and discuss the “correct” answers for each question. (The use of “clicker” technology and turning point slides is very effective for this exercise.) Ask students (in pairs/small groups) to create and submit a question (with answer): The question should be one that they would like to be included on an upcoming exam. Some of these questions could be developed into a multiple-choice format and used at the start of the next class as a review of the material from this session. It allows students to engage with the exam creation, and if used as part of the next session’s opening questions, it enables them to self-assess their learning and engagement in the previous session. MindTap: Refer your students to http://www.nelson.com/student to access the MindTap for Sociology: Your Compass for a New World. MindTap is a personalized program of digital products and services that engages students with interactivity while offering students and instructors choice in content, platforms, devices, and learning tools. This resource includes quiz questions, videos, and articles that are accompanied by thought-provoking questions that challenge students to think critically about current issues and events. Ask students to utilize this learning tool, and bring to the next class any questions (difficulties) they may have in regards to information from this chapter. 7. HOW CAN I ASSESS MY OWN “PERFORMANCE”? A critical reflection on my own practice: insights and understandings: A. Did I get the attention of my students at the beginning of class? a. What did I do? Did it work? How? If not, why not? b. Did I get the right kind of attention, or the wrong kind? B. Did I allot enough time for student dialogue/participation/engagement in the learning process? a. If not, why not? b. Is there any material that can (or should) be minimized or removed in order to allow for student input and participation? c. Are there ways of transferring some of the content online to open up more time in class for participation and engagement? C. How could I incorporate more student input and participation? (e.g., clicker questions, think/pair/share, one-minute summaries) D. Were my students engaged and/or focused? If so: a. What tells me that they were? b. What concepts were we covering? c. What precisely were they engaged with and/or focused on? (i.e., video clip, documentary, debate, small group discussion, whole class discussion) d. Were there unexpected moments of engagement, i.e., in group discussion, that I recognized and incorporated? If not: a. When did I lose them? b. Why did they disengage/lose focus? E. Did I integrate formative assessment of student learning throughout the “lecture”? a. What did I do? b. Did these assessments suggest to me that they understood the key concepts? If not, was I prepared to alter my plan in response? F. Did I request feedback from the students on their learning experience in this class? i.e.: a. Submission of an “aha” moment they had b. Informal summary (point form) addressing two or three concepts covered c. Five (ten) minutes for “debriefing” at the end (of class or topic)—“What” are your questions? (not “Are there any questions?”) d. Refer students to an online survey (e.g., Blackboard learning system, toofast.ca). G. Some things to consider for the next class (modifications to consider when teaching this chapter again): a. What worked really well, and why? b. What could/should/might I do differently next time to improve student engagement and learning? H. What did I learn about this topic? What insights did I gather from my students? Were any of those insights surprising to me? I. What did I learn about my teaching, and what can I do to modify my teaching as a result? 8. WHAT OTHER RESOURCES ARE AVAILABLE? [Supplementary Resources] Annett, Kevin. 2010. Hidden No Longer: Genocide in Canada, Past and Present. Downloadable PDF is available at http://hiddennolonger.com/wp-content/uploads/2011/01/No-Longer-Hidden-1.pdf. Annett argues that the Canadian government, in collusion with Catholic and Protestant churches, is guilty of genocide. He uses personal stories and recalls of numerous residential school attendees. (Note: Contains a number of documents, letters, and photos “obtained from the public records of the Department of Indian Affairs – RG 10 series, held in the microfilm section of the Koerner Library, University of British Columbia,” as well as archived newspaper articles). Blake, John. 2014. “The new threat: ‘Racism without racists’”. CNN. Available at http://www.cnn.com/2014/11/26/us/ferguson-racism-or-racial-bias/ Bristow, Peggy (ed.). 1994. “We’re Rooted Here and They Can’t Pull Us Up”: Essays in African Canadian Women’s History. Toronto: University of Toronto Press. Brock, Deborah, Rebecca Raby, and Mark P. Thomas. 2012. POWER and Everyday Practices. Toronto: Nelson Education Ltd. Bryce, P.H. (Peter Henderson). 2009 [1922]. The Story of a National Crime: Being an Appeal for Justice to the Indians of Canada. Charleston, SC: BiblioLife. Canadian Race Relations Foundation. Available at http://www.crr.ca. CBC Digital Archives. See http://www.cbc.ca/archives/categories/society/racism/racism.html for a variety of television and radio clips. (Note: Explore the “categories” menu for video and audio files to find material that addresses other topics.) Curry, Bill, and Karen Howlett. 2007. “Natives Died in Droves as Ottawa Ignored Warnings.” Globe and Mail (April 24, 2007). Available at http://www.globeadvisor.com/servlet/ArticleNews/story/gam/20070424/SCHOOLS24. Haney López, Ian F. 1996. White by Law: The Legal Construction of Race. New York: New York University Press. Heroic Imagination Project. Available at http://heroicimagination.org/. LeBeuf, Marcel-Eugene. 2011. “The Role of the Royal Canadian Mounted Police During the Indian Residential School System.” Available at http://www.rcmp-grc.gc.ca/aboriginal-autochtone/irs-spi-eng.htm. Lewontin, Richard. 2006. “Confusions About Human Races.” Available at http://raceandgenomics.ssrc.org/Lewontin/ McCue, Duncan. “Racism still an uncomfortable truth in Canada.” CBC News. Available at http://www.cbc.ca/news/canada/racism-still-an-uncomfortable-truth-in-canada-duncan-mccue-1.2831066 Miller, James Rodger. 1996. Shingwauk’s Vision: A History of Native Residential Schools. Toronto: University of Toronto Press, Scholarly Publishing Division. Milloy, John S. 1999. A National Crime: The Canadian Government and the Residential School System. Winnipeg: University of Manitoba Press. Moore, Robert B. 1976. “Racism in the English Language.” from Racism in the English Language. New York: Council on Interracial Books for Children. Morning, Ann. 2005. “Ethnic Classification in Global Perspective: A Cross-National Survey of the 2000 Census Round.” Available at http://unstats.un.org/unsd/demographic/sconcerns/popchar/morning.pdf. PBS. RACE–The Power of an Illusion. See http://www.pbs.org/race/000_General/000_00-Home.htm for additional material: articles, timelines, quick facts, and other resources. Ronz, Anika. 2010. “It’s barbaric, but hey – it’s home” The representation of “the Orient” in Walt Disney’s Aladdin. Available at http://www.academia.edu/4221270/_Its_barbaric_but_hey__its_home_The_representation_of_the_Orient_in_Walt_Disneys_Aladdin Teaching Tolerance. Available at http://www.tolerance.org. (Note: Even though the articles/teaching tips are generally aimed at younger students, they can be modified for use with young adults.) 9. QUESTIONS TO CONSIDER WITH SUGGESTED ANSWERS 1. How do you identify yourself in terms of your race or ethnicity? Do conventional ethnic and racial categories, such as black, white, and Asian, fit your sense of who you are? If so, why? If not, why not? Answer: Answers will vary by student based on personal opinion and may reference chapter material such as culture, ethnicity, and social structure. For example: “I identify myself in terms of my dark skin, natural black hair, the shape of my eyes and nose to physically define myself as Filipino. I define my ethnicity through the food I eat, my Catholic upbringing, my parents speaking Tagalog, and stereotypical gestures and norms I picked up over the years (e.g., respectful gestures to elders or pointing with your lips instead of finger). Yes, racial categories fit my sense of who I am because the prejudice I encountered growing up in a white community influenced the social expectations of how I was ‘supposed’ to act...” The personal identity or ethnicity, but conventional racial and ethnic categories might not capture the full complexity of individual identities, which can be influenced by cultural, personal, and social factors beyond broad categories. 2. Do you think racism is becoming a more serious problem in Canada and worldwide? Why, or why not? How do trends in racism compare with trends in other forms of prejudice, such as sexism? What accounts for similarities and differences in these trends? Answer: Racism remains a serious problem both in Canada and worldwide, with recent trends showing increased visibility and discourse. While some forms of prejudice, like sexism, also persist, differences in trends may arise from varying historical contexts and social movements addressing these issues. 3. What are the costs and benefits of ethnic diversity in your university? Do you think it would be useful to adopt a policy of affirmative action or employment equity to make the student body and the faculty more ethnically and racially diverse? Why, or why not? Answer: Ethnic diversity at a university brings cultural enrichment and varied perspectives but can also present challenges in integration. Affirmative action or employment equity could enhance diversity, promoting inclusion and representation, though it requires careful implementation to address potential biases and achieve balance. “Sociology at the Movies”—FILM ANALYSIS PAPER Your task in this assignment is to analyze—from a sociological perspective—the behaviours and events depicted in one of the films listed below. You are not being asked to critique the film in terms of its value as a work of art or as entertainment. Rather, you should think carefully about the “human” actions and events portrayed in the film. Then, to make sense of this material, apply what you’ve learned from this chapter on race and ethnicity. Assignment Choose one of the three films listed below. • District Nine (2009, Director Neill Blomkamp, TriStar Pictures, 112 min.) • Crash (2004, Director Paul Haggis, Lionsgate, 112 min.) • Remember the Titans (2000, Director Boaz Yakin, Buena Vista Pictures, 113 min.) View the film you choose at least once; two viewings will offer a distinct advantage. Then, after reviewing Chapter 10 and your notes, identify three (minimum) concepts that are evidenced in the film (e.g., discrimination, prejudice, racism, segregation, etc.). For each concept that you identify: (a) briefly describe the relevant scene (you may assume that your reader has seen the film); (b) describe in detail the concept you believe is relevant; and (c) elaborate on how the selected scene connects to (is evidence/an example of) the concept. Chapter 10: Race and Ethnicity Application Questions 1. Thinking Sociologically—Labels and Identity Read about John Lie’s experience in the chapter. When his family moved from South Korea to Japan, and then from Japan to Hawaii, his racial and ethnic identity changed. Social contexts shape and continuously reshape a person’s racial and ethnic identity. Changing your social context can make it possible to change your racial and ethnic self-conception. As always, however, opportunities are not equally allocated; some groups have more freedom to choose their identity than other groups. We don’t need to move to a different country to experience changes in identity. Sometimes, just moving from one group (e.g., friends at school) to another (e.g., family reunion) can shift racial and ethnic self-conceptions. Think about your own situation: Do you experience a change in racial and/or ethnic identity when you circulate between different social groups? Do you have more choice or less choice in determining your racial and/or ethnic identity? Explain your answer. Answer: Answers will be highly variable. However, members of certain groups will dispaly more freedom to choose their identity than others. Irish Canadians, for example, are freer to choose identity and display a high level of symbolic ethnicity. Black Canadians, on the other hand, lack the freedom to enjoy symbolic ethnicity. Because of existing commonsensical and institutional racism in Canada, many minority groups have a prescribed and compulsory identity. Yes, moving between social groups can shift my racial and ethnic identity based on context and expectations. I have some choice in shaping my identity, but social norms and group dynamics often limit or influence this flexibility. 2. How Diverse Is Your Social Group? Ethnic and racial identifications can create strong group bonds. Sometimes strong bonds within a group create barriers between groups. You can observe the strength of social barriers between Canadians of different ethnic and racial backgrounds for yourself. You can also determine how this barrier has changed over time. This application helps you observe these social facts. Steps: 1. Draw up a list of your ten closest friends and note the ethnic or racial background of each. 2. Now ask one of your parents (or someone of their generation) to do the same for their ten closest friends. 3. Finally, ask one of your grandparents (or someone of their generation) to draw up a similar list. 4. For each of these three generations, examine how ethnically/racially homogeneous each friendship network work is. 5. Write up a report that addresses the following questions: • What changes are there between the three generations? • What social factors might explain the observed changes? • What does this trend tell you about the future of ethnicity in Canada? Answer: Responses will vary but may likely include points such as the following: • The ethnic/racial composition of friendship groups will become more heterogeneous over time. • Two hundred years ago, Canada was a society based on expulsion, conquest, slavery, and segregation. Today, we are a society based on segregation, pluralism, and assimilation. Pluralism allows for the retention of racial and ethnic culture while maintaining equal access to basic social resources. Chances are that if any of the generations have stronger ties to their own ethnic group, it will be the older generations because up until the 1960s, Canada was a vertical mosaic—a highly ethnically and racially stratified society. This trend might be different for recent immigrant families or families with strong social ties within their own ethnic communities. • Canada is becoming more open and tolerant with respect to race and ethnicity. Although considerable prejudice and discrimination exist (especially with respect to some groups), the trend is positive. The development of racial and ethnic labels and/or identities is typically a process of negotiation. For example, members of a group may have a racial or an ethnic identity, but outsiders may impose a new label on them. Group members then reject, accept, or modify the label. The negotiation between outsiders and insiders eventually results in the crystallization of a new more or less stable ethnic identity. If the social context changes again, the negotiation process begins anew. Changes: Over generations, my friendship network has become more ethnically diverse compared to my parents' and grandparents' networks. Factors: Increased multiculturalism and social mobility likely explain this trend. Future: This suggests growing ethnic diversity and integration in Canadian social networks. Chapter 10: Race and Ethnicity. Anti-Racism and Violence Our “respect” vocabulary these days includes such words as “tolerance,” “equity,” and “diversity.” So, in an era of such cultural relativism, how is it possible that anti-racism should result in violence? In a recent Globe and Mail article titled “Calgary anti-racism activist beaten, blames neo-Nazis for ‘targeted attack’,” we are reminded that race is as much a social construct as tolerance is conditional. In the article, we learn that a married father of four, Jason Devine, has become Calgary’s one-man anti-racist movement. Consequently, an attack on him and his family is now the fifth and most violent incident, resulting from his anti-racist campaign. Devine and his family were victims of a house invasion wherein, according to police, he and another man were viciously beaten with a variety of weapons. The Devines are white and members of Anti-Racist Action Calgary, a grassroots group that identifies Calgary’s neo-Nazis on a blog. In the article, James Wingrove reported that, “various online white supremacist forums identify and condemn Mr. Devine.” Devine told reporters that “there just comes a point in time where [a person just has] to make a decision—do you fold up and walk away, or keep going with it?” Devine asserted that he would in fact keep going despite the threat to his family and did not believe any “rational” person could tolerate racism. You can use the following link to read the complete newspaper account of this story: http://www.theglobeandmail.com/news/national/calgary-anti-racism-activist-beaten-blames-neo-nazis-for-targeted-attack/article1241591/ Application Questions 1. What sociological perspective do you believe best describes Mr. Devine’s position on racism? Answer: Conflict theory. He focuses on inequality and conflict between racial and ethnic groups. His main concern is internal colonialism, racism, and institutional racism in Canada. 2. In sociological terms, what is the goal neo-Nazi groups are seeking in this instance? Answer: Contemporary neo-Nazi groups hold quite extreme views. Many argue for a “racially purified” society, which at the extreme could be a call for genocide, apartheid, ethnic cleansing, or slavery. Other outcomes they would desire would be internal colonialism, preventing the assimilation of subordinate racial or ethnic groups by segregating them residentially, occupationally, and in social contacts ranging from friendship to marriage. 3. What sociological error do neo-Nazis make when they use the term “race”? Answer: Neo-Nazis falsely presume that different “races” are biologically different from each other. They use this claim to justify their prejudices, discrimination, and racism. They overlook the fact that race is a socially defined category of people whose perceived physical markers are only socially significant, not biologically. Race is a social construction. Solution Manual for Sociology My Compass for a New World Robert J. Brym, Lance W. Roberts, Lisa Strohschein, John Lie 9780176532031, 9780495763963
Download
Close
Close
