e-mail: tpark@arizona.edu
Office hours: by appointment
https://anthropology.arizona.edu/people/thomas-k-park
It is often said that we live in an increasingly ‘globalized’ world, and increasingly one hears people say things like, ‘globalization has ruined us.’ McDonald’s is everywhere; sushi is served at hockey games in Los Angeles; automobiles with a French brand are manufactured in Turkey with parts from Brazil, Ireland and India; etc. What kinds of implications does globalization have for how people live their daily lives and how they experience the world? How do processes and events in one part of the world impact other parts? Why do we have to be concerned with this? Is this really as new as it’s often made out to be? What roles do economics, politics, brute force and culture play in these processes? This course is an introduction to the globalization of inequality, and how to conceptualize it. The course combines abstraction and theorization with concrete explorations of peoples’ daily lives. Themes explored include sociocultural, environmental, financial, religious and philosophical outlooks on inequality as well as the theoretical ways devised to measure inequality. What is going on in one part of the world is profoundly affected and influenced by what is going on in other parts of the world. This course aims to get us used to thinking in these terms. Business, engineering, development, science, public service—you name it: the skills and perspectives developed in this course are crucial to every profession and walk of life now.
REQUIRED READINGS, VIDEOS AND OTHER RESOURCES are available online, on the course D2L Webpage at d2l.arizona.edu. We will use this webpage throughout the semester, for announcements, activities, all assignments and readings, videos and updates to the syllabus.
RECOMMENDED BOOKS (NOT REQUIRED)
Extracts from more than 40 books are provided on the D2L website alongside the essay guide questions for each reading.
COURSE OBJECTIVES
This course is an introduction to global inequality (as well as debates about inequality, inequity, and injustice) and how to conceptualize it, especially its implications for daily life around the world. The course combines abstraction and theorization with concrete explorations of peoples’ daily lives. There are seven themes / strands in the course and there are potential essays you can write for each one week period over 7 weeks for each of the seven strands addressing the issue of global inequality. The Strands collect issues on inequality within thematic areas: I. Socio-cultural issues, II. Measures of Inequality, III. Environmental impacts on inequalities, IV. Financial issues differentially impacting people, V. Religious Beliefs about inequality, VI. Philosophical and Economic thinking about inequality, VII. Dogmatic vs Skeptical perspectives and their influence over thinking about social inequality. Sources of inequality in one part of the world are profoundly similar in all parts of the world, and this course aims to get us used to thinking in these terms.
EXPECTED LEARNING OUTCOMES
Exploring Perspectives: Social Scientists
Students will identify the approaches and methodologies of Social Scientists, using evidence to critically analyze questions and arguments, and consider contributions of this perspective to finding solutions to global and/or local challenges.
Diversity & Equity Attribute
Students will demonstrate knowledge of how historical and contemporary populations* have experienced inequality, considering diversity, power, and equity through disciplinary perspectives to reflect upon how various communities experience privilege and/or oppression/marginalization and theorize how to create a more equitable society.
World Cultures & Societies Attribute
Students will describe, from one or multiple perspectives, the values, practices, and/or cultural products of many non-US cultures/societies; relate how these values, practices and/or cultural products have shaped their social, historical, political, environmental and/or geographic contexts; and reflect on how the student’s own background has influenced their perceptions of other societies and their sense of place in the global community.
COMMUNICATIONS
If you have a question about the class you may email Professor Silverstein or your TA.
Remember that this email correspondence should be courteous and professional, and please include “ANTH 150B” in your subject line. We will get back to you within 24 hours at the latest.
GRADING
The focus of the course’s activities is on intensive student engagement with the lectures, readings and other online materials, and discussion, with a reflection of this in student weekly written assignments.
SYLLABUS QUIZ: 0% of final grade
You will take a quiz testing your knowledge of the format and requirements of the class.
CREDITING OTHERS’ WORK QUIZ: 0% of final grade
You will do a tutorial and take a quiz on what constitutes plagiarism.
EVALUATING ONLINE INFORMATION QUIZ: 0% of final grade
You will do a tutorial and take a quiz on how to evaluate the rigor and trustworthiness of online
information and websites.
Bi-WEEKLY Essay Assignments based on assigned reading questions: 85% of final grade
Multiple short writing assignments are due every two weeks. You have the option of doing up
to 7 short essays every one-two week period and each will net you up to 3 points. You should spread your essays out over the semester but your grade will reflect the sum of points earned from all your essays graded on a normal scale.
DISCUSSION SECTION ACTIVITIES AND PARTICIPATION: 0% of final grade
Meets TTh no discussion section or online (based on course number).
FINAL PROJECT and EXTRA CREDIT: 10-20% of final grade
Your capstone essay must be turned in by 14 December to get credit. It is worth 10 points. You do not have to do all the optional essays but should aim to accumulate enough points to attain your desired grade on a normal A through E scale.
LECTURE ATTENDANCE AND PARTICIPATION: 0% of final grade
In every lecture we will be covering one or more of the 49 course readings and absence will
impact your scores on the essay assignments.
FINAL COURSE GRADING BREAKDOWN
Weekly Response Essays based on the three questions provided on D2L for each reading/video: 85%
Final Project Essay: 10-15%
The emphasis here is on continual engagement with the course materials, rather than a fewblasts of intense activity (e.g. exams) interspersed with lulls of activity and ‘coasting’ mid-
semester.
WRITING AND STUDY SKILLS
If you are concerned about your writing skills, you should contact the Writing Center at the U ofA Think Tank (http://thinktank.arizona.edu/writing-center) or the Writing Skills Improvement
Center http://wsip.arizona.edu for help. The U of A Think Tank also has many other resources to help you with studying and reviewing (http://thinktank.arizona.edu). Students who need more intensive academic support can contact the SALT Center about their fee-based services:
http://www.salt.arizona.edu
Classroom Behavior Policy
To foster a positive learning environment, students and instructors have a shared responsibility. We want a safe, welcoming, and inclusive environment where all of us feel comfortable with each other and where we can challenge ourselves to succeed. To that end, our focus is on the tasks at hand and not on extraneous activities (e.g., texting, chatting, reading a newspaper, making phone calls, web surfing, etc.).
Students are asked to refrain from disruptive conversations with people sitting around them during lecture. Students observed engaging in disruptive activity will be asked to cease this behavior. Those who continue to disrupt the class will be asked to leave lecture or discussion and may be reported to the Dean of Students.
Notification of Objectionable Materials
Recommended language, if applicable: This course will contain material of a mature nature, which may include explicit language, depictions of nudity, sexual situations, and/ or violence. The instructor will provide advance notice when such materials will be used.
Students are not automatically excused from interacting with such materials, but they are encouraged to speak with the instructor to voice concerns and to provide feedback.
Safety on Campus and in the Classroom
For a list of emergency procedures for all types of incidents, please visit the website of the Critical Incident Response Team (CIRT): https://cirt.arizona.edu/case- emergency/overview
Also watch the video available at https://arizona.sabacloud.com/Saba/Web_spf/
NA7P1PRD161/common/learningeventd etail/crtfy000000000003560Additional Resources for Students
UA Academic policies and procedures are available at
http://catalog.arizona.edu/policies
Campus Health
http://www.health.arizona.edu/
Campus Health provides quality medical and mental health care services through virtual and in-person care.
Phone: 520-621-9202
Counseling and Psych Services (CAPS)
https://health.arizona.edu/counseling-psych-services
CAPS provides mental health care, including short-term counseling services. Phone:
520-621-3334
The Dean of Students Office’s Student Assistance Program
http://deanofstudents.arizona.edu/student-assistance/students/student-assistance
Student Assistance helps students manage crises, life traumas, and other barriers that impede success. The staff addresses the needs of students who experience issues related to social adjustment, academic challenges, psychological health, physical health, victimization, and relationship issues, through a variety of interventions, referrals, and follow up services.
Email: DOS-deanofstudents@email.arizona.edu Phone: 520-621-7057
Survivor Advocacy Program
https://survivoradvocacy.arizona.edu/
The Survivor Advocacy Program provides confidential support and advocacy services to student survivors of sexual and gender-based violence. The Program can also advise students about relevant non-UA resources available within the local community for support.
Email: survivoradvocacy@email.arizona.edu Phone: 520-621-5767
University-wide Policies link
Links to the following UA policies are provided here, http://catalog.arizona.edu/syllabus-policies:
• Absence and Class Participation Policies
• Threatening Behavior Policy
• Accessibility and Accommodations Policy
• Code of Academic Integrity
• Nondiscrimination and Anti-Harassment Policy
• Subject to Change Statement
Generative AI Policy
In this course, generative artificial intelligence/large-language-model tools, such as ChatGPT, Dall-e, Bard, Bing, may be used for polishing the spelling and grammar of text that YOU have written with appropriate acknowledgment and citation. Generative AI may not be used in our class for generating answers to questions which you will then submit in class. There are two main reasons for this:
1. One of the most important things you are studying at a university to do is learn things and skills you do not already know. Relying on something or someone else to do your thinking for you short circuits this, and you will not learn that knowledge and those skills.
2. AI generated information is often simply wrong or made-up (hallucinated).
If you are in doubt as to whether you are using generative AI tools appropriately in this course, I encourage you to discuss your situation with me.
Be aware that many AI companies collect information; do not enter confidential information as part of a prompt. LLMs may make up or hallucinate information. Thesetools may reflect misconceptions and biases of the data on which they were trained and the human-written prompts used to steer them. You are responsible for checking facts, finding reliable sources for, and making a careful, critical examination of any work that you submit.
Please use the following guidelines for acknowledging/citing generative AI:
https://apastyle.apa.org/blog/how-to-cite-chatgpt .
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INTRODUCTION TO THE COURSE & READINGS
Every week students write a selection of essays selected among assignments from each of the seven course strands. These require you to read the assigned text extracts and answer the three guide questions. The following list provides the reading titles for each one week period organized by the seven strands. The full readings (as pdf files) and the associated questions are available on the class D2L site contents and assignment tabs arranged by date.
I. Socio-cultural issues,
Date Reading
Period 1 World Dvelopment Report pages 2-3 and 8-9
Period 2 EO Wilson Selections on Race from Genesis
Period 3 Ed Yong selection from An Immense World
Period 4 Frederik Barth selections from Groups and Boundaries
Period 5 Charles Taylor selections from Authenticity
Period 6 Claude Levi Strauss selections Wild Thoughts
Period 7 video Century of the Self Parts I-IV
II. Measures of Inequality,
Date Reading
Period 1 Wikipedia article on GINI coefficient
Period 2 Kolm Index selections from World Development Report
Period 3 Dissimilarity Index selection from Segregated City
Period 4 Poverty Lines selection WB Poverty Handbook
Period 5 Shannon biodiversity Index Online articles
Period 6 GINI and Theil comparisons selection james Galbraith
Period 7 video How wealth inequality spiralled Rober Reich
III. Environmental impacts on inequalities,
Date Reading
Period 1 PFAS article Forever chemicals..in poorer neighborhoods
Period 2 Pesticides selection Will Allen War on Bugs
Period 3 Vandana Shiva article from The Guardian 2023
Period 4 Aldo Leopold selection Sand County Almanac
Period 5 Global heating selection The Guardian
Period 6 Sargassum Summer article South Florida
Period 7 videos Fashion victims and A Plague on our children
IV. Financial issues differentially impacting people,
Date Reading
Period 1 Reading on US taxes (pdf)
Period 2 consumption World Development Report pp. 36-39
Period 3 credit cards Greenberg and Park Hidden Interests 2017
Period 4 Financial crises World Development Report pp.199-203
Period 5 Wealth selections from Thomas Picketty Capitalism
Period 6 Paul Farmer extract from Pathologies of Power
Period 7 video Inside Job – financial crisis 2007-208
V. Religious Beliefs about inequality,
Date Reading
Period 1 Amartya Sen selection The Idea of Justice
Period 2 Truth and Inequity Aitken Zen buddhisms 4th Precept
Period 3 Global Ethic Parliament of the World’s Religions
Period 4 Islamic Finance Park and Greenberg Roots 2017
Period 5 Byzantine finance Greenberg and Park Hidden Interests
Period 6 Usury Greenberg and Park Hidden Interests 2017
Period 7 video Andre Beteille on caste and inequality in India
VI. Philosophical and Economic thinking about inequality,
Date Reading
Period 1 logic of obligations extracts Plato Thaetetus
Period 2 Pareto, Bentham, Rawls World Development Report
Period 3 types of inequality WDR pp. 56-58
Period 4 ideology Freeden Ideology a brief intro pp.43-44
Period 5 neoloberalism Steger Neoliberalism pp. 11-13
Period 6 postcolonialism Young Postcolonialism pp. 9-18
Period 7 video Vandana Shiva We must fight back
VII. Dogmatic vs Skeptical perspectives and their influence over thinking about social
inequality.
Date Reading
Period 1 scepticism Naess Scepticism pp. 154-157
Period 2 scepticism and ideology Freeden Ideology
Period 3 hate speech Waldron The Harm in Hate Speech
Period 4 Evaluate truth claims in provided questions
Period 5 precautionary politics selection from Whiteside
Period 6 empircism selection from Bourdieu Craft of Sociology
Period 7 video False memories, skepticism, susceptibility
Final Capstone Projects due by end of first week of exams.
(this course has neither a midterm nor a final)