Ethnic-255-001: Migration and Gender: Starbucks, Sex-Trafficking, and Nannies
Wednesdays 3:30-6:10; BOL. rm. B68
Instructor: Dr. Oody Petty
Office: Curtin 519
Telephone #: 229-2972
Course Description and Learning Goals:
What are the dynamics behind the global sex trade? What do mega-corporations like Starbucks, PepsiCo, Sony, and stores like Forever 21 have to do with the migration of women workers? Why are more and more third world women engaging in domestic labor for first world families, sometimes leaving their own children behind to care for the children of others? This class will attempt to answer these difficult questions by focusing on why women cross borders to find work, sometimes using smugglers to help them reach their destination, and the gains and losses they experience. Through this analysis of the globalized female worker, we will learn how classic female duties such as caring for the home and family have been commodified into paid work, and study how this shift is reflective of larger demographic changes in the country at large. Specifically, we will study why these jobs are increasingly the province of new female immigrants in the twenty-first century, as well as the economic, social, and psychological processes that underpin them. Furthermore, we’ll seek to understand how patterns of migration, immigration, and diaspora emerge from economic and social changes, including how such patterns get expressed in the labor markets and service sector.
All students are required to have the following materials in their possession in order to participate in this class:
-- Course packet available at Clark Graphics 2915 N Oakland Ave. (414) 962-4633)
--Global Woman: Nannies, Maids, and Sex Workers in the New Economy, Eds. Barbara Ehrenreich and Arlie Russell Hochschild (Available at Panther Books on Downer)
--Access to a computer, internet, printer, and good dictionary
Assigned readings and written assignments completed by the beginning of class on the days indicated in the Course Schedule and Assignment Sequence part of this syllabus. The break-
down is as follows (assignments not done on time and lack of preparation/discussion or absence will
result in minus points, as specified in the Course Policies section of this syllabus):
Ten Short (1-2 page) Papers and Reading Summaries 50%
Discussion Lead-in 10%
Midterm Paper 10%
Debate on an Issue 10%
Take-home Essay Exam 20%
Grades will take into account effort, comprehension of the topics discussed in the course, and thoughtful response to, and engagement with the readings and films viewed in class. This kind of engagement involves critical thinking and analyzing what you read and see; these are active, not passive tasks. I expect you to grapple with material that may be new, unexpected, and sometimes disconcerting. Participation requires being prepared, awake, and present in class, readings and assignments done on time and with all relevant materials (syllabus, course pack, readings etc.) in your possession at the start of class.
This will be a discussion-oriented class, so being prepared to engage in classroom activities is vital. Grades in this course will be based on written work as well as class attendance and participation.
Course Policies on Assignments, Grades and Attendance: The Assignment Sequence
specifies work to be completed before each class session. Besides readings and discussions, there will be an assigned discussion lead-in worth 1-10 points, ten short papers and reading summaries assignments worth 1-5 points each, possible 50 points; one 3-5 page paper, worth 1-10 points, debate worth 1-10 points; and a take-home essay exam worth 1-20 points. Be sure to make arrangements to turn in assignments on time if you will be absent—either give it to another student to turn in or put in the course D2L drop-box before class. I only accept hard copies of assignments, so please do not email me your papers. (The only exception is in case of absence (as per above) and then students must also follow up with a hard copy the next class period). Any assignment not turned in on the due date listed on the syllabus, will not be accepted and you will get zero points for that assignment. If assigned readings are not done and therefore prevent you from participating in discussion for that class, you will be deducted 5 points. Any student who misses more than two classes will be deducted 10 points for each additional class missed. Lateness and early departure will deduct points incrementally. If you are more than twenty minutes late, you will be marked absent—and this applies to early departures as well. Your final grade for the semester will be determined by the number of points you have accumulated, minus deductions as specified. Points scale: A = 95-100; A- = 90; B+ = 88; B = 85; B- = 80; C+ = 78; C = 75; C- = 70; D+ = 68; D = 65; D- = 60; F = 55
Important notice regarding absences: Because this course includes a great deal of individual and group in-class involvement including the screening of films, attendance is absolutely mandatory. Ideally, students would attend every class. But illness and other emergencies are part of life, and I consider two absences without penalty reasonable. If you save them for times when an absence is absolutely unavoidable, you should be fine. After two absences, your credibility and commitment are called into question, and your role in and responsibility to the learning community are compromised. There are no excused absences. If for reasons of work or other conflicts students are habitually absent or late, they should drop the class. Being late is disruptive to the class at large, and I expect you to be on time. I will take attendance at the start of each class. It is your responsibility to see me after class in the event you arrive after I have taken attendance so that I can mark you present.
Assignment (Paper) Format and Submission
Assignments are due at the start of class on the due date. All work should be typed or word-processed, double=spaced, stapled, and should have reasonable margins (1") and fonts (Times New Roman, 12 font). Your name should be typed in the corner along with the date and course name and section number. Your course work should demonstrate a working command of the English language including correct grammar, spelling, and sentence structure. You must edit and proofread your work prior to submitting it.
Extra credit will be given to each student who comes to class with a current article, printed out and summarized, that pertains to any of the topics we are discussing in this class. (+1pt./article). You will also be given a list of movies and documentaries that you might view outside of class for extra credit. However, no more than ten extra-credit points can be counted.
You are both expected and encouraged to participate in classroom discussion, and you should come to class ready to discuss the readings and films. I encourage you to initiate debate, offer comments, and speak what is on your mind, as long as it is presented in a civil and non-confrontational way.
Please, if you find yourself in difficulty with the course materials or your assignments, let me know as soon as you’re able in case I can help. Many students find themselves in difficulty with a course but mistakenly believe that their professors will not care or be able to help them. Often, we can find some solution by talking about it together.
I encourage you to work together with your classmates to get the most out of this course. However, any student discovered plagiarizing materials (turning in the work of others under her/his own name, without proper attribution) runs the risk of receiving a failing grade. Plagiarism is when you copy someone else’s work and pass it off as your own. This is in violation of university policy and absolutely unacceptable, both in the academic community and in the world at large. When you make use of someone else’s ideas or language, you need to cite him or her using an appropriate footnote or in-text citation. Similarly, if you quote a source directly, you must use quotes, attribute that quote, and use a works cited page. Finally, if you summarize or paraphrase, you also need to attribute the source. If you are at all unclear about this policy or whether or not you are plagiarizing, please ask me for help. Note: students who are caught plagiarizing an assignment can expect to fail the assignment and may be brought up on plagiarism charges through the university. For more information visit the university website
regarding Academic Misconduct.
You should know: The Writing Center:
This is a free resource for writers on campus. The Writing Center is located in Curtin Hall and there is another location in the library. Or visit the Writing Center on-line to make an appointment. Students from previous semesters have found the one-on-one work with a tutor to be helpful at all stages in the writing process, so don’t hesitate to make an appointment or stop in. No matter where students are in a task, whether still exploring a reading, brainstorming, drafting or revising, they can benefit from talking to one of the well-qualified and trained tutors.
Student Accessibility Center:
If you work with an advisor at the Student Accessibility Center, please bring your VISA to me within the first week of class. If you are concerned that you may have a learning disability, visit their office in 112 Mitchell Hall.
Note on cell phones, texting, iPods and the like:
If you bring a cell phone to class, you need to turn it off and put it away before you enter the classroom. If taken out at break, please put it away before we begin class again.
Texting in class is absolutely forbidden. Laptop computers or other personal technologies can be distracting and/or disruptive, so are not allowed unless part of the planned activities for the day.
Ethnic Studies 255-001: Migration and Gender FALL 2012 Course Schedule and Assignment Sequence (subject to change):
Note: All written assignments must be typed, double-spaced, regular font, with your name, course, and date included in the heading. N. B. Most of these assignments involve a lot of reading, note-taking, some research, and writing, so be sure to give yourself plenty of time to complete the tasks. Since this course meets only once a week, the workload here is equivalent to two regular weekly classes. (See Discussion Lead-in and Reading Summaries Assignments at end of course schedule). (Numbers in parentheses below indicate how many students will be assigned to lead in discussion for that article/essay.)
9/5: First day of class. Introductions and syllabus. Assign discussion lead-ins. Discuss Assignment Sequence. View and discuss Rory Kennedy’s The Fence. (:35)
Read “Globalization and Its Discontents” by Evelyn Hu-Dehart in course pack (2). Also, read “Let’s Admit it: Globalization Has Losers” by Steven Rattner. Take notes and list: areas of confusion, surprise, interest, and any questions you have so you can use them during class discussion.
Go to www.nytimes.com--and search “Globalization.” Limit the search to “Articles” and “last 12 months.” You’ll find over 10,000 results. Peruse the context in which the term appears and find three substantial (over one page) articles of interest to you. Get an idea of the terms and contexts in which the word is used. Then limit your search further to add a topic of interest to you, such as Globalization and Sweatshops, or Globalization and Domestic Workers, or Globalization and Protest, etc. Read through some articles, noting their titles and authors and anything you found interesting, or questions you might have so you can bring up for discussion.
Finally, type up a one-page response to your readings. You might respond to what you learned about globalization through reading one or several of the articles, or how it expands your understanding of globalization or our course topic,
In Class: We’ll be discussing Hu-Dehart’s article, your research, and any questions or confusions. Turn in your typed, double-spaced summary/response. (1-5 points).
Due: 9/19 :
From course pack, read and take notes on: “New World Domestic Order,” from Pierrette Hondagneu-Sotelo’s Domestica: Immigrant Workers Cleaning and Caring in the Shadows of Affluence. (2)
Also read from Global Woman: “Introduction,” by Ehrenreich and Hochschild (1), “Love and Gold,” by Hochschild (1), “The Nanny Dilemma,” by Cheever (1), “The Care Crises in the Philippines,” by Parrenas (1), and “Blowups and Other Unhappy Endings,” by Hondagneu-Sotelo. List: areas of confusion, surprise, interest, and questions to participate in discussions.
Type a one page essay describing on e of the issues of transnational motherhood. (1-5 points)
In class: Discuss readings. If time allows we will also view and discuss Maid in America, dir. Anayansi Prado, 2004 DVD 0930 (57 min). Turn in essay.
Due: 9/26: Read and take notes from Global Woman: “Maid to Order,” by Ehrenreich (1), “Just Another Job?” by Anderson (1), “America’s Dirty Work,” by Joy Zareinbka (1).
Also read from course pack: “From Afar, Moneymaker and Mother” by Katrin Bennhold, “Why Immigration is a Feminist Issue,” and “Domestic Worker’s Convention May Be Landmark”
Type a one page essay regarding an issue faced by some immigrant domestic workers. (1-5 points)
In class: Discuss readings. Turn in essay.
Due: 10/3: Citing at least three sources from our readings so far, write a 3-5 page essay in which you discuss an issue on gender and migration that has interested you the most. Include a main thesis in your paper and answer the following: in what ways the issue has affected you (intellectually? politically? emotionally?) and why. Your essay should be double-spaced and titled. All citations must be noted with name of author, work title and page number of text. (1-10 points).
In-class: screening of Wal-Mart: The High Price of Low Cost (2005) DVD 3814
98 min. Discuss the Global Economy and Mega-corporations and union busting. Turn in essay.
Due: 10/10: Read and take notes on “The Juarez Murders” by Debbie Nathan, and “Murder in Juarez: Gender, Sexual Violence, and the Global Assembly Line” by Jessica Livingston in course pack (3)
Type up an outline and a summary of Livingston’s article to turn in. (1-5 points)
In class: Discuss Livingston essay, and viewing of Maquilapolis (City of Factories) 2006 DVD 3007 60 min. Turn in essay.
Read “Are Starbucks and Whole Foods Union Busters?”, “Walmart CEO Pay,” and “Slavery Becomes a Personal Question Online” in course pack.
Go to teamsweat.org and watch Behind the Swoosh video about Nike (24 min.)
Research and find a recent (substantial, i.e. several pages long) article or recent academic article on mega-corporations’ use of subcontractors, sweatshops, child labor, or use of indentured service in the global economy. Type a short summary/synopsis of the article, include author, date and place of publication to share in class. (1-5 points). (Apple corporation is a good example of a company that has been accused of abusing workers and has now taken “steps” to handle some aspects of the working conditions of their factories overseas. You can find many good articles on the New York Times website).
Or, Watch Food Inc. or Black Gold and follow the extra credit assignment.(1-5 pts).
In Class: Discuss multi-national corporations. View and discuss “John Perkins on Globalization”: (52 min) http://www.youtube.com/watch?v=TFC18pFvo1g. Turn in paper.
Due: 10/24: Read “Because She Looks Like a Child” by Kevin Bales, from Global Woman. (1). Type up a summary to turn in. (1-5 points)
In-class screening of Children for Sale, MSNBC documentary. Turn in paper.
Due: 10/31: New York Times columnist Nicholas D. Kristof has written many articles about sex-trafficking/slavery, including the exploitation of children in brothels, child prostitution and governments’ complicity with these practices. Do a search of this columnist on the New York Times website and read several of his articles that engages with this topic. Peruse the columns, select and read three or four that deal directly with some aspect of the issue. Take notes. After you have read several of his articles and taken notes,
Write a one-page response to your findings to turn in. Discuss what seems to be the most interesting, surprising, and/or shocking aspect about this writer’s reports. Include the titles and dates of the columns. (1-5 points).
Also read online: “The Counter Traffickers: Rescuing the Victims of the Global Sex Trade” by William Finnegan at http://www.newyorker.com/reporting/2008/05/05/080505fa_fact_finnegan
In-class: View and discuss PBS documentary Sex Slaves 2005, DVD 1547, 55 min. Turn in response paper.
Read from course pack: “Bad for the Body, Bad for the Heart” by Melissa Farley, (2) and “Is a Feminist Stance in Support of Prostitution Possible? An Exploration of Current Trends,” (2) by Kari Kesler.
Understand the terms of the debate. Write a one paragraph summary of each article’s argument. I.e., what is Farley’s main contention? what is Kesler’s? (1-5 points)
In class: Discuss issues on prostitution. Also, mail-order brides and the internet. Turn in summaries.
Due 11/14: Read and take notes on the following from course pack: “E-Brides: The Mail-Order Bride Industry and the Internet,”(1) by Julie Pehar; also read “Clashing Dreams: Highly Educated Overseas Brides and Low-Wage U.S. Husbands,” (1) by Hung Cam Thai, from Global Woman. Be prepared to discuss.
Type a one page paper explaining some aspect of the mail-order bride business you find troubling. (1-5 points).
In class: Discuss readings. Turn in paper. View mail order brides online. Hand out debate assignment.
11/21: Thanksgiving Break!
Do some research on the groups GAATW (Global Alliance Against the Trafficking of Women) and CATW (Coalition Against Trafficking Women). Take notes on their stated objectives and summarize their differences.
Read Nandita Sharma’s “Anti-Trafficking Rhetoric and the Making of a Global Apartheid” in course pack (2)
Prepare outline for debate (see debate assignment).
In class: Discuss Sharma article. Debate re: prostitution and the trafficking of women for labor in the global arena. (1-10 points). Turn in your position statement and notes.
Due: 12/5 :
Read Saskia Sassen’s essay “Global Cities and Survival Circuits” from Global Woman (2). In many ways, Sassen’s essay is a synopsis or re-articulation of many of the issues and themes we’ve read about and discussed so far in class. For this assignment, write a one page paper responding to some aspect of women and migration in Sassen’s article that you find new, or surprising, or still troubling or confusing. Be sure to integrate and document all source material. (1-5 points).
In-class: discussion. Possible viewing of newly released film TBA. Hand out take-home essay exam. (1-20 points). Turn in paper.
Due: 12/12: Last day of instruction. Evaluations. Final essays due. Also due: any movie/documentary extra credit reports (see assignment). Note: I will not accept any late papers or final essays.
Assignment: Discussion Lead-in (1-10 points possible) Discussion Lead-in date: ___________________________
You and another student (or students) from class are responsible for leading today’s discussion of the assigned readings. Along with whatever assignment is due on this day, this additional assignment requires extra preparation on your part. You might liaise with any other student assigned for this discussion ahead of time to insure adequate focus on the key issues/points and argument involved in the assigned reading.
For this assignment, you will :
1. Summarize and introduce to class the author’s main points. State the author’s argument.
2. Articulate several thoughtful questions that you as a reader have about the reading. If there is something you don’t understand, other students probably have similar confusions.
3. Type up the author’s main points, a summary of the argument the author makes, and your questions to turn in to me afterwards. Include the heading “Discussion Lead-In”
4. Doing additional research on some aspect of the reading can be helpful (i.e. updating statistics, or finding the latest on the issue if needed).
Note: This assignment cannot be made-up in case of absence, so be sure to be
present the day of your discussion lead-in, or prepare ahead of time to exchange
dates with another student.
Ethnic Studies 255: Movies and Documentaries for extra credit:
In order for you to get extra credit for this assignment, chose a movie, video or documentary—one you have NOT seen before—from the list below. Take notes while you are watching the film. Then, type up a two page summary and response to the film Include in what ways, specifically, the film relates to the topics discussed in this class. Turn in your notes along with your typed essay. You can get up to 5 extra credit points for each film, etc. you review in this manner.
Bread and Roses (2000) dir. Ken Loach
Entre Nos (2009) dir. Paola, Mendoza and Gloria La Morte
Under the Same Moon (2007) dir. Patricia Riggen
The Maid (2009) dir. Sebastian Silva
Babel (2006) dir. Alejandro González Iñárritu
The Visitor (2008) dir. Thomas McCarthy
Eastern Promises (2007) dir. David Kronenberg
Bordertown (2007) dir. Gregory Nava
The Whistle Blower (2010)
Food, Inc. (2009)
The City Devouring Its Daughters dir. Alejandra Sanchez
Children in No Man’s Land dir. Anayansi Prada
Senorita Extraviada dir. Lourdes Portillo synopsis: This shocking crime wave is laid bare in a new documentary, Señorita Extraviada, which wades into the chaos of a booming border town to ask questions the authorities would rather ignore.
The bodies that began to appear in the desert around Juárez in 1993 continue to turn up to this day — young women brutally raped and murdered. Despite the number of victims and the audacity of the killers, the authorities have been ineffective. After callously, and incorrectly, writing off the murders to the wayward lifestyles of supposed prostitutes, they then fixed obstinately on one then another captured suspect whose guilt became more and more implausible in the face of continuing murders.Most alarmingly, the account of a women who survived an attack to tell her tale of horror has gone uninvestigated. "Señorita Extraviada" picks up the story with this testimony, and the struggle of the victims' families, who have come together to demand justice despite government indifference or perhaps worse.
Señorita Extraviada gives voice to the families who want the world to know that their daughters did not deserve this fate, and that the murderers are still at large. The film also poses questions about corruption, the disposability of young women, and the cheapening of life in a town where poverty and globalized capital create a chaotic environment of lawlessness and brutality.
God Grew Tired of Us (2006) synopsis: after raising themselves in the desert along with thousands of other "lost boys," Sudanese refugees John, Daniel and Panther have found their way to America, where they experience electricity, running water and supermarkets for the first time. Capturing their wonder at things Westerners take for granted, this documentary, an award winner at the 2006 Sundance Film Festival, paints an intimate portrait of strangers in a strange land.
De Nadie(2005) NR synopsis: Director Tin Dirdamal's powerful documentary, an award winner at the 2006 Sundance Film Festival, accompanies several Central American immigrants -- armed with nothing but hope and the dream of a better life -- on their 1,300-mile trek through Mexico to the United States. This intimate look at immigration lets politics take a backseat to the resonant narratives of those struggling to survive a journey marked by hardship and hypocrisy.
Genre: Indie Documentaries, Social & Cultural Documentaries
Crossing Arizona (2005) NR. synopsis: Examine the toughest issues surrounding illegal immigration with this documentary, which presents the viewpoints of ranchers, politicians, activists, employers, and others who live on the Arizona-Mexico border and deal with this matter every day. Viewers will learn about the costs illegal immigration has on local businesses, the reasons individuals risk their lives crossing the border and possible solutions to this crisis.
Rough Cut: Guatemala: A Tale of Two Villages
go to pbs.org to search for and watch video.
Rebecca Whisnant’s addressing the National Feminist Antipornography Conference
google and watch
Robert Jensen’s addressing the National Feminist Antipornography Conference
google and watch
Golden Venture (2006) The film chronicles the ongoing struggles of passengers who were aboard the Golden Venture, an immigrant smuggling ship that grounded near New York City in 1993. Passengers had paid at least $30,000 to be brought to the U.S. from China's Fujian Province, expecting to arrive indebted but unnoticed. But a seemingly golden opportunity quickly evolved into a controversial encounter with the Clinton Administration's new get-tough policies on asylum seekers.
There are many other movies and documentaries available on the topics of this course. Please
check with me for more options and to approve any that you would like to see that are not listed here.
Please follow this template in composing your reading summary assignments. Using this as a guide, you should then be able to write a brief summary covering the major point(s) or argument the author makes in his or her article.
Reviewer's Name ________________________________________________ Date: ______________________________________
Here is an example of a short summary of an article:
(Type your name, date, & course number in upper left hand of text)
In Evelyn Hu-Dehart’s “Globalization and Its Discontents,” Hu-DeHart exposes
the underbelly of globalization. She shows how neoliberal economic policies (like NAFTA), and monetary organizations such as the WTO, the World Bank and the IMF have harmed--rather than assisted--developing countries and their indigenous populations while lining the pockets of the rich and powerful. Beginning with the Zapatista uprising in Mexico in 1994, in which peasants lost their landholdings because of free-trade policies, Hu-DeHart cites ways in which the new global production system is responsible for the exploitation of millions of people world-wide. She talks about how mega-corporations’ use of sub-contractors allows CEOs like Phil Knight of Nike to skirt responsibility for the sweatshop conditions under which his overseas workers suffer and how these big companies outsource to poor nations to utilize cheap labor and to take advantage of little to no government oversight. She illustrates how many of these practices have resulted in the migration of mostly women workers outside of their homes into sweatshops, unregulated factories, the sex trade and other dead-end jobs taken in order to support their families. Many of these jobs entail domestic work that First-World professional women have abandoned. Hu-DeHart summarizes the issues involved with the underside of globalization and asks that we begin to acknowledge the ways those policies have gone wrong. She claims that although these policies are responsible for the migration of millions of people in pursuit of jobs and opportunities, the privileged nations treat them as invaders and illegals, further victimizing them. Hu-DeHart hopes that we will strive for global justice and human rights for all working people, and to question and protest the ill-conceived practices of those in power who exploit them.