{"id":104,"date":"2024-12-29T20:47:43","date_gmt":"2024-12-29T20:47:43","guid":{"rendered":"https:\/\/sotolbooks.com\/thomaskpark\/?page_id=104"},"modified":"2025-01-12T22:58:45","modified_gmt":"2025-01-12T22:58:45","slug":"aspects-global-inequality","status":"publish","type":"page","link":"https:\/\/sotolbooks.com\/thomaskpark\/classes\/aspects-global-inequality\/","title":{"rendered":"Aspects of Global Inequality"},"content":{"rendered":"
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Many Ways of Being Human<\/strong><\/div>\n
<\/div>\n
ANTH 150B1<\/div>\n
Dr. Thomas Park<\/span><\/div>\n
\n

e-mail: tpark@arizona.edu<\/p>\n

O\ufb03ce hours: by appointment<\/p>\n

https:\/\/anthropology.arizona.edu\/people\/thomas-k-park<\/p>\n

It is often said that we live in an increasingly \u2018globalized\u2019 world, and increasingly one hears people say things like, \u2018globalization has ruined us.\u2019 McDonald\u2019s 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\u2019s 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\u2019 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 a\ufb00ected 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\u2014you name it: the skills and perspectives developed in this course are crucial to every profession and walk of life now.<\/p>\n

REQUIRED READINGS, VIDEOS AND OTHER RESOURCES <\/b>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.<\/p>\n

RECOMMENDED BOOKS (NOT REQUIRED)<\/b><\/p>\n

Extracts from more than 40 books are provided on the D2L website alongside the essay guide questions for each reading.<\/p>\n

COURSE OBJECTIVES<\/b><\/p>\n

This course is an introduction to global inequality (as well as debates about inequality, inequity, and i\u01ccustice) 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\u2019 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 di\ufb00erentially 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.<\/p>\n

EXPECTED LEARNING OUTCOMES<\/b><\/p>\n

Exploring Perspectives: Social Scientists<\/p>\n

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.<\/p>\n

Diversity & Equity Attribute<\/p>\n

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.<\/p>\n

World Cultures & Societies Attribute<\/p>\n

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.<\/p>\n

COMMUNICATIONS<\/b><\/p>\n

If you have a question about the class you may email Professor Silverstein or your TA.<\/p>\n

Remember that this email correspondence should be courteous and professional, and please include \u201cANTH 150B\u201d in your subject line. We will get back to you within 24 hours at the latest.<\/p>\n

GRADING<\/b><\/p>\n

The focus of the course\u2019s 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.<\/p>\n

SYLLABUS QUIZ: 0% of final grade<\/b><\/p>\n

You will take a quiz testing your knowledge of the format and requirements of the class.<\/p>\n

CREDITING OTHERS\u2019 WORK QUIZ: 0% of final grade<\/b><\/p>\n

You will do a tutorial and take a quiz on what constitutes plagiarism.<\/p>\n

EVALUATING ONLINE INFORMATION QUIZ: 0% of final grade<\/b><\/p>\n

You will do a tutorial and take a quiz on how to evaluate the rigor and trustworthiness of online<\/p>\n

information and websites.<\/p>\n

Bi-WEEKLY Essay Assignments based on assigned reading questions: 85% of final grade<\/b><\/p>\n

Multiple short writing assignments are due every two weeks. You have the option of doing up<\/p>\n

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.<\/p>\n

DISCUSSION SECTION ACTIVITIES AND PARTICIPATION: 0% of final grade<\/b><\/p>\n

Meets TTh no discussion section or online (based on course number).<\/p>\n

FINAL PROJECT and EXTRA CREDIT: 10-20% of final grade<\/b><\/p>\n

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.<\/p>\n

LECTURE ATTENDANCE AND PARTICIPATION: 0% of final grade<\/b><\/p>\n

In every lecture we will be covering one or more of the 49 course readings and absence will<\/p>\n

impact your scores on the essay assignments.<\/p>\n

FINAL COURSE GRADING BREAKDOWN<\/b><\/p>\n

Weekly Response Essays based on the three questions provided on D2L for each reading\/video: 85%<\/p>\n

Final Project Essay: 10-15%<\/p>\n

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 \u2018coasting\u2019 mid-<\/p>\n

semester.<\/p>\n

WRITING AND STUDY SKILLS<\/b><\/p>\n

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<\/p>\n

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:<\/p>\n

http:\/\/www.salt.arizona.edu<\/p>\n

Classroom Behavior Policy<\/p>\n

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.).<\/p>\n

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.<\/p>\n

Notification of Objectionable Materials<\/p>\n

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.<\/p>\n

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.<\/p>\n

Safety on Campus and in the Classroom<\/p>\n

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<\/p>\n

Also watch the video available at https:\/\/arizona.sabacloud.com\/Saba\/Web_spf\/<\/p>\n

NA7P1PRD161\/common\/learningeventd etail\/crtfy000000000003560Additional Resources for Students<\/p>\n

UA Academic policies and procedures are available at<\/p>\n

http:\/\/catalog.arizona.edu\/policies<\/p>\n

Campus Health<\/p>\n

http:\/\/www.health.arizona.edu\/<\/p>\n

Campus Health provides quality medical and mental health care services through virtual and in-person care.<\/p>\n

Phone: 520-621-9202<\/p>\n

Counseling and Psych Services (CAPS)<\/p>\n

https:\/\/health.arizona.edu\/counseling-psych-services<\/p>\n

CAPS provides mental health care, including short-term counseling services. Phone:<\/p>\n

520-621-3334<\/p>\n

The Dean of Students Office\u2019s Student Assistance Program<\/p>\n

http:\/\/deanofstudents.arizona.edu\/student-assistance\/students\/student-assistance<\/p>\n

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.<\/p>\n

Email: DOS-deanofstudents@email.arizona.edu Phone: 520-621-7057<\/p>\n

Survivor Advocacy Program<\/p>\n

https:\/\/survivoradvocacy.arizona.edu\/<\/p>\n

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.<\/p>\n

Email: survivoradvocacy@email.arizona.edu Phone: 520-621-5767<\/p>\n

University-wide Policies link<\/p>\n

Links to the following UA policies are provided here, http:\/\/catalog.arizona.edu\/syllabus-policies:<\/p>\n

\u2022 Absence and Class Participation Policies<\/p>\n

\u2022 Threatening Behavior Policy<\/p>\n

\u2022 Accessibility and Accommodations Policy<\/p>\n

\u2022 Code of Academic Integrity<\/p>\n

\u2022 Nondiscrimination and Anti-Harassment Policy<\/p>\n

\u2022 Subject to Change Statement<\/p>\n

Generative AI Policy<\/p>\n

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:<\/p>\n

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.<\/p>\n

2. AI generated information is often simply wrong or made-up (hallucinated).<\/p>\n

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.<\/p>\n

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 <\/span>the human-written prompts used to steer them. You are responsible for checking facts, <\/span>finding reliable sources for, and making a careful, critical examination of any work that <\/span>you submit.<\/span><\/p>\n

Please use the following guidelines for acknowledging\/citing generative AI:<\/p>\n

https:\/\/apastyle.apa.org\/blog\/how-to-cite-chatgpt .<\/p>\n

***<\/p>\n

INTRODUCTION TO THE COURSE & READINGS<\/b><\/p>\n

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.<\/p>\n

I. Socio-cultural issues,<\/p>\n

Date Reading<\/p>\n

Period 1 World Dvelopment Report pages 2-3 and 8-9<\/p>\n

Period 2 EO Wilson Selections on Race from Genesis<\/p>\n

Period 3 Ed Yong selection from An Immense World<\/p>\n

Period 4 Frederik Barth selections from Groups and Boundaries<\/p>\n

Period 5 Charles Taylor selections from Authenticity<\/p>\n

Period 6 Claude Levi Strauss selections Wild Thoughts<\/p>\n

Period 7 video Century of the Self Parts I-IV<\/p>\n

II. Measures of Inequality,<\/p>\n

Date Reading<\/p>\n

Period 1 Wikipedia article on GINI coe\ufb03cient<\/p>\n

Period 2 Kolm Index selections from World Development Report<\/p>\n

Period 3 Dissimilarity Index selection from Segregated City<\/p>\n

Period 4 Poverty Lines selection WB Poverty Handbook<\/p>\n

Period 5 Shannon biodiversity Index Online articles<\/p>\n

Period 6 GINI and Theil comparisons selection james Galbraith<\/p>\n

Period 7 video How wealth inequality spiralled Rober Reich<\/p>\n

III. Environmental impacts on inequalities,<\/p>\n

Date Reading<\/p>\n

Period 1 PFAS article Forever chemicals..in poorer neighborhoods<\/p>\n

Period 2 Pesticides selection Will Allen War on Bugs<\/p>\n

Period 3 Vandana Shiva article from The Guardian 2023<\/p>\n

Period 4 Aldo Leopold selection Sand County Almanac<\/p>\n

Period 5 Global heating selection The Guardian<\/p>\n

Period 6 Sargassum Summer article South Florida<\/p>\n

Period 7 videos Fashion victims and A Plague on our children<\/p>\n

IV. Financial issues di\ufb00erentially impacting people,<\/p>\n

Date Reading<\/p>\n

Period 1 Reading on US taxes (pdf)<\/p>\n

Period 2 consumption World Development Report pp. 36-39<\/p>\n

Period 3 credit cards Greenberg and Park Hidden Interests 2017<\/p>\n

Period 4 Financial crises World Development Report pp.199-203<\/p>\n

Period 5 Wealth selections from Thomas Picketty Capitalism<\/p>\n

Period 6 Paul Farmer extract from Pathologies of Power<\/p>\n

Period 7 video Inside Job – financial crisis 2007-208<\/p>\n

V. Religious Beliefs about inequality,<\/p>\n

Date Reading<\/p>\n

Period 1 Amartya Sen selection The Idea of Justice<\/p>\n

Period 2 Truth and Inequity Aitken Zen buddhisms 4th Precept<\/p>\n

Period 3 Global Ethic Parliament of the World’s Religions<\/p>\n

Period 4 Islamic Finance Park and Greenberg Roots 2017<\/p>\n

Period 5 Byzantine finance Greenberg and Park Hidden Interests<\/p>\n

Period 6 Usury Greenberg and Park Hidden Interests 2017<\/p>\n

Period 7 video Andre Beteille on caste and inequality in India<\/p>\n

VI. Philosophical and Economic thinking about inequality,<\/p>\n

Date Reading<\/p>\n

Period 1 logic of obligations extracts Plato Thaetetus<\/p>\n

Period 2 Pareto, Bentham, Rawls World Development Report<\/p>\n

Period 3 types of inequality WDR pp. 56-58<\/p>\n

Period 4 ideology Freeden Ideology a brief intro pp.43-44<\/p>\n

Period 5 neoloberalism Steger Neoliberalism pp. 11-13<\/p>\n

Period 6 postcolonialism Young Postcolonialism pp. 9-18<\/p>\n

Period 7 video Vandana Shiva We must fight back<\/p>\n

VII. Dogmatic vs Skeptical perspectives and their influence over thinking about social<\/p>\n

inequality.<\/p>\n

Date Reading<\/p>\n

Period 1 scepticism Naess Scepticism pp. 154-157<\/p>\n

Period 2 scepticism and ideology Freeden Ideology<\/p>\n

Period 3 hate speech Waldron The Harm in Hate Speech<\/p>\n

Period 4 Evaluate truth claims in provided questions<\/p>\n

Period 5 precautionary politics selection from Whiteside<\/p>\n

Period 6 empircism selection from Bourdieu Craft of Sociology<\/p>\n

Period 7 video False memories, skepticism, susceptibility<\/p>\n

Final Capstone Projects due by end of first week of exams.<\/b><\/p>\n

(this course has neither a midterm nor a final)<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

<\/div>\n
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