DePaul University's Political Action and Social Justice Course on Fair Trade

PSC 282:  Political Action and Social Justice:  Fair Trade Movements

Winter Quarter 2006

Professor Rose Spalding

Office: Political Science Dept., Room 2102

990 W. Fullerton Ave.

Phone: (773) 325-1983

email: rspaldin@depaul.edu

   This course focuses on the international trade system and the concept of “fair trade.”    We examine the recent expansion of the “free trade” model, giving special attention to the implications for Latin American countries.  We then analyze several ways in which networks of activists have attempted to influence the international trade system based on their views about cultural survival, environmental sustainability, and social justice.  You will have the opportunity to explore different ideas about how the international political economy operates and how people can mobilize across borders to pursue change.  Central topics include debates about the meaning of “free” and “fair” trade, globalization/antiglobalization, social movements, civil society, economic freedom, human rights, and participatory democracy. 

   The course explores arguments about the expansion of the international economic system through the colonial and postcolonial eras of the 19^th and 20^th centuries and the historical development of major international economic institutions (IMF, World Bank, Inter-American Development Bank, WTO).  We discuss theories about the social, political, and economic forces shaping marginalization processes within and between nations, and we explore contested claims about the nature of globalization, technological adaptation, market-based opportunities, state sovereignty, and the distribution of wealth. 

     The course focuses on the history of the emerging “fair trade” movement, the competing currents of thought within the movement, the main international networks and institutions that shape it, the production/distribution linkages that it fosters, and its on-going campaign for ethical consumption.  Themes embraced by this movement include labor rights, environmental protection, food security, corporate responsibility, and the rights of women, children and indigenous people/ethnic minorities.  Both the prospects for and the limitations of the “fair trade” movement are explored.

     This course is an experiential learning class.  Along with our classroom discussion of assigned readings, students work in organizations around Chicago that define themselves as participants in the fair trade movement. You will spend a minimum of 25 hours working in an organization or with one of several campaigns.  These internship experiences will give you greater insight into the challenges and opportunities that confront citizens and activists who use the “fair trade” approach to work toward local and international economic change. 

     At the end of this course, you should have a strong introduction to the debate about the international system and images of global justice.  You should also have developed a relatively well-formulated set of ideas about how states, societies and economies are interwoven, some of the social, political and economic forces that shape global poverty and prosperity, and how organized groups may act to address global issues of marginality and exclusion.

Readings:

1). David Ransom, THE NO-NONSENSE GUIDE TO FAIR TRADE (London: Verso, 2001); 

2). Oxfam, RIGGED RULES AND DOUBLE STANDARDS (available for download at www.maketradefair.com)

2). Alex Nicholls and Charlotte Opal, FAIR TRADE: MARKET-DRIVEN ETHICAL CONSUMPTION (London: Sage, 2005);

3). selected readings found at the Blackboard site.

Grading:

Daily class participation and service log                                                           20%

Weekly journal entries on service activities/responses to course questions     10

Midterm exam (5-7 pages)                                                                                25

Group presentation on service activities                                                             5

Research report on topic related to your service project (5-7 pages)                15

Final integrative paper (8-10 pages)                                                                  25

Course Policies and Assignments:

Daily participation: All members of this class are expected to come to class prepared to discuss the material assigned for that day's session. Expect to work hard in this class.  Some of the assigned texts are difficult and may require a second reading.  

Service activities: You are not required to have or to develop a commitment to Fair Trade as a personal cause.  You are, however, expected to deal professionally with the organization or campaign that you commit to and to use this work as a learning experience.  Make sure you show up on time for all meetings, complete the work expected every week, respond promptly to any inquiries, interact respectfully and cooperatively with your “co-workers,” and make every effort to contribute to the work. You may be required to attend a meeting or event in the evening or on week-ends.  These events are not optional.  If you find that you are having major problems completing your service responsibilities, let me know right away.

A significant portion of your total grade will be derived from the service work you perform. You will be required to submit a detailed log of your service hours, in some cases accompanied by products of your work.  This log should include the date and beginning/ending time of your service work and a concise description of what you did during this time.  I will collect these every Thursday.

Your weekly journal should describe your thoughts about the service work, the challenges and frustrations you encounter, and what you feel you are learning from the experience. I will collect these every couple of weeks.  A description of the journal assignment is appended to the syllabus.

Toward the end of the quarter, your service group will give an oral report to the class describing your activities and achievements.  Each of you will also write an individual report on a research topic related to your campaign (and approved by me).

Take-home midterm exam: This exam will require you to offer an overview of the fair trade concept and engage the “free” trade”/“fair trade” debate.

Final integrative paper: The final paper will require you to integrate classroom readings/discussion and your work experiences in an overall assessment of the strengths and weaknesses of the fair trade movement and an outline of proposed “next steps.” All papers should be fully researched and documented with appropriate references and citations.

Papers are due on the date assigned.  Late papers will be graded down one letter for each day they are late.  Papers more than one week late will not be accepted.

This quarter the College of Liberal Arts and Sciences is sponsoring a series of lectures and activities on the theme of “Confronting Empire.” Lectures, panel discussions and films related to course themes will be announced throughout the quarter, and you are encouraged to attend.  

I would like to meet with each of you at least once during the quarter for a consultation about your work.  My office is in Room 2102 at 990 W. Fullerton, and my office hours are TTh 12-1:00.  Call (773-325-1983) for an appointment if those times are not convenient.  I also welcome email at rspaldin@depaul.edu.

The Blackboard site for the course will include the syllabus, assignments, handouts, electronic resources, and class announcements.  Check it frequently for updates.

Plagiarism:

As the University’s Academic Integrity Policy states, plagiarism is “a major form of academic dishonesty involving the presentation of the work of another as one's own.” There are strong sanctions against plagiarism at DePaul.  If proven, a charge of plagiarism could result in an automatic F in the course, formal notification sent to your college dean, and possible expulsion.  If you have any questions about what constitutes plagiarism, be sure to consult with me.

I.  COURSE ORGANIZATION

A.    Introduction to the course (Jan. 3)

     1.  Overview of readings and requirements

B.   Meeting with representatives of the Steans Center for Community-Based Service Learning and Chicago Committee on Fair Trade (CCFT) to sign up for service learning assignments (Jan. 5)

C.  Introduction to “fair trade” (Jan. 10-12)

      1.  Coffee, cocoa, bananas and blue jeans    

      Readings: Ransom, FAIR TRADE (whole book)

D.  Historical and institutional dimensions of international trade (Jan. 17-19)

    1.  Colonialism and Neo-colonialism: origins of international trade system 

    2.  Trade expansion, the Uruguay Round and “Free trade” agreements in the late 20^th century

    3.  Free trade defended

Video:  WTO webcast video

    Readings:  Oxfam, RULES AND DOUBLE STANDARDS, Chs. 1-2

    Martin Wolf, WHY GLOBALIZATION WORKS (excerpt, Ch. 4)

E.  Fair Trade Challenges  (Jan. 24-26)

   1.  The differential impacts of free trade:  those left behind

   2.  The playing field: subsidies, dumping, and agriculture policy

   3.  Labor and environmental consequences: does trade help or hurt?

   4.  International regulation and sovereignty issues

   Readings:  Oxfam, RIGGED RULES AND DOUBLE STANDARDS, choose one of the following chapter pairs: Chs. 3 and 5; Chs. 4 and 6; Chs. 7 and 8.

F. Conceptual discussion and debate (Jan. 31)

     1.  Movement architects and phases

     2. Competing political and philosophical interpretations

     Readings: Gavin Fridell, “Fair Trade and the Limits of Market-Based Social Justice:

An Assessment of Current Perspectives” (Blackboard)

     Nicholls and Opal, Introduction, Chs. 1-2

G.  Fair Trade and Consumer Culture (Feb. 2)

Group Assignments: Research the trade-related debates and claims about one of the following: Wal-marts, McDonalds, GAP, Nike, American Apparel, Edun, Coldplay’s Chris Martin, Starbucks, Coca-cola, Intelligencia coffee (or a product/brand of your own choosing)

Midterm Take Home Exam Due Feb. 7^th

Description of proposed research report for your campaign (1 page) Due Feb. 9

H.  Fair Trade Commodities:  Organizational structures, certification processes, distribution networks (Feb. 7-9)

     1.  From individual actors to fair trade towns

     Key websites:      Global Exchange, Fair Trade Q&A;

                                 Transfair and FLO, Certification criteria, services;

                                 Oxfam, Supermarket Report Card

     Readings: Nicholls and Opal, Chs. 4 and 6, pp. 172-78.

I.  Fair Trade Manufacturing: Labor Rights, Codes of Conduct and “Clean Clothes” (Feb. 14-16)

Readings: William Greider, “’These Dark Satanic Mills’” (Blackboard);

      Rhys Jenkins, “The Political Economy of Codes of Conduct,” (Blackboard);

Group reports:  Choose one of the following certification programs; analyze similiarities and differences: FLA, WRC, and WRAP

Group Presentations (Feb. 21-28)

Report for/about your organization due March 2nd

III .  Fair Trade Trends, Debates, Possibilities and Contradictions (March 2-9)

     1.  Ethical consumers: who participates and why

     2.  Assessing impacts: direct and indirect consequences

      Readings: Nicholls and Opal, Ch. 8; Ch. 9, pp. 201-215;

                       Joseé Johnston, “Consuming Social Justice” (Blackboard);

                       Ian Hudson and Mark Hudson, “Removing the Veil? Commodity Fethshism, Fair Trade and the Environment,” (Blackboard).                      

      3.  Alternatives; fitting fair trade into the larger debate

      Readings: Nicholls and Opal, Ch. 10; 

                       Wolf, WHY GLOBALIZATION WORKS, Ch. 10 (Blackboard);          

                       Oxfam, RIGGED RULES, Ch. 9.

Final Take Home exam:  Due March 16^th at noon in the Political Science Department.