CHAPTER NINE Resources Resources Songs with a Global Conscience: Using Songs to Build International Understanding and Solidarity BY BOB PETERSON

ongs, like poetry, are powerful tools to build THE COLONIAL PAST Sconsciousness and solidarity on global issues. We begin everyday in my classroom with our Ballad of the Soldier’s Wife “song of the week.” Students receive the song lyrics by Bertolt Brecht, music by Kurt Weill, lyrics and keep them in their three-ring binders. sung P.J. Harvey. (September Songs: The Music of Kurt The songs generally relate to topics of study. I Weill CD, Sony Music, 1997.) allow students to bring in songs as well, A telling tale of the human toll of foreign wars. although they must know the lyrics and have a Bury My Heart at Wounded Knee reason for sharing the song with classmates. By written by Buffy Sainte-Marie, sung by the Indigo Girls. the end of the week, students may not have (1200 Curfews CD, Epic Records Group, 1995.) memorized the words to the “song of the week,” A folk/rock song that critiques U.S. policy towards but they are familiar enough with the lyrics and Native Americans. music so that the song becomes “theirs.” Even Colonial Man with some of the songs that I would imagine the Hugh Masekela. (Colonial Man and Boy’s Doin’ It CDs, children think poorly of — say, some of the slow- Verve, 1998.) er folk songs — by the end of the week the chil- A lively anti-colonial song that includes the under- dren demand to hear them a second or third statement “Vasco Da Gama, he was no friend of time each morning. mine.” When I introduce a song, I go over the geo- Famine graphical connections using a classroom map. I Sinead O’Connor (Universal Mother CD, Chrysalis also explain any vocabulary words that might be Records, 1994.) difficult. Finally, and most importantly, I give the An angry song that describes how the Irish potato social context. Depending on whether I use the famine was actually a result of British colonialism. song at the beginning of a unit of study, or in the 1492 middle, the amount of “context setting” varies Nancy Schimmel. (Rainbow Sign CD, Rounder, 1992.) greatly. For example, I use Nancy Schimmel’s A lively, pro-Native American song that asks the “1492” as a way to introduce the Columbus con- question, “Could anyone discover the place when troversy. We ultimately locate the geographical someone was already here?” (Classroom use is origin and learn something about the Native described in Rethinking Columbus, 1998.) nations she mentions. The following is a listing The Great Nations of Europe of songs that teachers and activists might find Randy Newman. useful as they teach for justice in an unjust (Badlove CD, Dream Works SKG, 1999.) world. This list is in no way comprehensive, and A satirical look at the devastating impact of colonial- I would appreciate receiving any additional sug- ism on the rest of the world. gestions. (Visit www.rethinkingschools.org/rg My Country, ‘Tis of Thy People for an updated list.) You’re Dying Buffy Sainte-Marie. (The Best of Buffy Sainte-Marie CD, Vanguard, 1987.) An angry, powerful song which describes the colo- nization of Native Americans and the hypocrisy of Page 351 image: Skjold Photographs the U.S. commitment to freedom.

352 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD CURRENT NORTH/SOUTH This song was written at the beginning of U.S. GLOBAL REALITIES involvement in Vietnam but speaks to the broad issue of investment in instruments of death and destruction versus human needs. Beds are Burning Mothers of the Disappeared Midnight Oil. (Diesel and Dust CD, Columbia, 1988.) U2. (The Joshua Tree CD, Islands Records, Ltd., 1987.) A powerful rocker, from the savvy political A sorrowful ballad about the sons and daughters Australian band led by Peter Garret, about the theft “taken from us....” “In the wind we hear their laugh- of land from the aborigines. ter, in the rain we see their tears.” Biko Redemption Song Peter Gabriel. (Shaking the Tree: Sixteen Golden Greats Bob Marley. (Uprising CD, Tuff Gong, 1980.) CD, Geffen Records, 1990.) An upbeat reggae song that references trans-Atlantic A stunning, mournful tribute to Steve Biko, leader of slavery and calls on listeners to “emancipate your- the Black Consciousness movement in South Africa, selves from mental slavery.” and to the power of struggle against police brutality. Santo Domingo “You can blow out a candle/But you can’t blow out Phil Ochs. (There But For Fortune CD, a fire. Once the flames begin to catch/The wind will Elektra Asylum Records, 1989.) blow it higher.” A song protesting the 1965 U.S. military intervention Bombs Over Baghdad of 23,000 Marines against a popular revolt which John Trudell. (AKA Graffiti Man CD, Rykodisc, 1992.) sought to restore democratically elected Juan Bosch An angry anti-war poem/song, from a long-time to power after a U.S.-supported military coup a year Native American activist. and half earlier. Bullet the Blue Sky They Dance Alone (Cueca Solo) U2. (The Joshua Tree CD, Islands Records, Ltd., 1987.) Sting. (Fields of Gold: Best of Sting CD, A poetic indictment of bombing “mud huts as the Gateway Mastering Studios, 1994.) children sleep,” written during the U.S.-supported A moving song about the Mothers of the war against the people of El Salvador. Disappeared in Argentina. Available in Spanish (Sting and Ruben Blades) on Nada Como el Sol CD, Call it Democracy Gateway, 1988.) Bruce Cockburn. 200 Years (World of Wonders CD, Columbia, 1986.) A powerful song that targets the International G. Love and Special Sauce. Monetary Fund, which Cockburn accuses of foster- (Yeah, It’s That Easy CD, Sony Music, 1997.) ing “insupportable debts.” He sings of “hungry mili- A jazzy rap song that suggests “look how you’re liv- tary profiteers” who turn “countries into labor ing First World, look what you did to Third World.” camps.” Teachers should be aware that there is one Universal Soldier swear word in the song. Buffy Sainte-Marie. Equal Rights (The Best of Buffy Sainte-Marie CD, Vanguard, 1987.) Peter Tosh. (Equal Rights; and Scrolls of the Prophet: A classic anti-war song that raises the question of The Best of Peter Tosh CD, Sterling Sound, 1999.) individual responsibility in times of war and social Areggae song that says “everybody wants peace, but crisis. nobody wants justice.” War/No More Trouble If I Had a Rocket Launcher Bob Marley and the Wailers. (Rebel Music CD, Tuff Gong, 1986.) Bruce Cockburn. (Stealing Fire CD, Columbia, 1984.) An anti-racist anthem that calls for a guarantee of A personalized critique of Central American secret human rights without regard to race. wars of the 1980s in which U.S. -made helicopters were used to massacre villagers in Guatemala. We’re the Cops of the World Includes some strong language. Phil Ochs. (There But For Fortune CD, Johannesburg Elektra Asylum Records, 1989.) AVietnam-war era song that criticizes how the U.S. Gil Scott-Heron. military has secured the world for U.S. business — (The Best of Gil Scott-Heron CD, Arista Records, 1991). “the name for our profits is democracy.” A lively song that describes the struggle against apartheid in South Africa. Masters of War Bob Dylan. (Freewheelin’ Bob Dylan CD, Columbia, 1963.)

CHAPTER NINE • RESOURCES 353 GLOBAL SWEATSHOPS gold/You’re diving underwater when you hear the helicopter/Knowing it’s all been less than worthless if you run into patrols.” Bread and Roses Career Opportunities written by James Oppenheim, sung by Judy Collins. (Forever: The Judy Collins Anthology CD, Elektra The Clash. (Sandinista CD, Epic, 1980.) Entertainment, 1997.) A sharp, funny song about finding a job/career. Inspired by the 1912 strike of mostly women textile The Ghost of Tom Joad mill workers in Lawrence, Massachusetts. It links Bruce Springsteen. issues of economic security and quality of life, and (The Ghost of Tom Joad CD, Columbia, 1995.) addresses the role of women in the struggle for justice. A mournful ballad: “Welcome to the new world Ode to the International Debt order/ Families sleepin’ in their cars in the Sweet Honey in the Rock. (Live at Carnegie Hall with Southwest/No home no job no peace no rest.” Sweet Honey in the Rock CD, Flying Fish, 1987.) Help Save the Youth of America A short, pithy song that suggests much of the money Billy Bragg. (Talking to the Taxman about Poetry CD, going overseas from the United States was used to Elektra Entertainment, 1986.) buy guns and death, and should not have to be A catchy plea to open the eyes of American youth to repaid by the people of the world. the problems of the world: “You can fight for democ- Why? racy at home/And not in some foreign land.” Tracy Chapman. (Tracy Chapman CD, Elektra Lives In The Balance Entertainment, 1988.) Jackson Browne. (Lives in the Balance CD, Asylum, I use this song to begin the school year. It helps set a 1986.) problem-posing atmosphere in my classroom for the A powerful ballad about poverty in a Los Angeles entire school year. It raises issues of poverty and mil- barrio and sending young men to Vietnam. itary spending, and alludes to the doublespeak of My Hometown powerful groups who use words like peace and jus- Bruce Springsteen. tice when the opposite is true. (Born in the USA CD, Columbia, 1984.) A working-class ballad about the effects of globaliza- tion on an American city. FOOD AND AGRICULTURE Mr. Wendell Arrested Development. (Eyes As Hard as a Million Tombstones CD, Chrysalis Records, 1993.) Deportee (Plane Wreck at Los Gatos) A moving rap song that describes the life of a home- written by Woody Guthrie, sung by Judy Collins. less person. (Tribute to Woody Guthrie CD, Warner Brother Records, 1968.) Wasteland of the Free A moving song about the treatment of “illegal” Iris DeMent. (The Way I Should CD, Warner Brothers workers in the fields of California. Records, 1996.) A country and western song that cuts to the heart of Something in the Rain the economic troubles facing North Americans: Tish Hinojosa. “We’ve got CEOs makin’ 200 times the workers’ (Culture Swing CD, Rounder Records, 1992.) pay/ But they’ll fight like hell against raisin’ the A moving song about a boy’s little sister, poisoned minimum wage/ And if you don’t like it mister/ by the pesticides that farm workers are exposed to They’ll ship your job to some Third World country in the United States. ‘cross the sea.”

GLOBALIZATION CULTURE, POWER ON THE HOMEFRONT AND ENVIRONMENT

Alien (Hold on to Your Dreams) Garbage! Gil Scott-Heron. (1980 CD, Arista, 1980.) written by Bill Steele, sung by Pete Seeger. A plaintive song about crossing the border, facing (Pete CD, Living Music, 1996.) danger, and retaining hope. “Midnight near the bor- A wonderfully spirited song that looks at all aspects der trying to cross the Rio Grande/Running with of the environmental crisis from an anti-corporate coyotes where the streets are paved with perspective. He sings about how the sea, the air and our minds are being filled with garbage. Kids love it.

354 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD It is One It Could Have Been Me Jackson Browne. (Looking East, Elektra Entertainment, Holly Near. (Journey CD, Redwood, 1983.) 1996.) This inspirational song suggests that people must From space, the earth has no borders. It is one and continue the struggle for social justice, referring to should be protected by all. the student anti-war protesters who were killed at Will the Wolf Survive? Kent State University by the Ohio National Guard in May of 1970, and also to the murder of Victor Jara Los Lobos. during the 1973 CIA-supported coup in Chile. (Just Another Band from East LA CD, Slash, 1993.) An environmental statement about wolves and the Paz y Libertad earth. José-Luis Orozco. (Rainbow Sign CD, Rounder, 1992.) The World Turned Upside Down An easy bilingual ballad that calls for peace and free- dom in the world. Great for young children as well Leon Rosselson, sung by Billy Bragg. as upper elementary. (Back to the Basics CD, Elektra, 1987.) The story of the 1649 revolt of the dispossessed in Unite Children England who fought against the vested interest of The Children of Selma. the propertied. A vision of society that is cooperative (Rainbow Sign CD, Rounder, 1992.) and in harmony with the earth. Aspirited song that calls on children to unite against Lost in the Supermarket poverty, racism, sexism, and violence. Each year it is the favorite song of my fifth grade class. The Clash. (The Story of the Clash CD, Epic, 1988.) A bouncy punk song takes on the false promises of United Minds consumer culture (“I’m all lost in the supermarket/I Arrested Development. can no longer shop happily/I came in here for that (Zingalamaduni CD, Chrysalis, 1994.) special offer/A guaranteed personality”). An upbeat, hip-hop anthem about people coming Mountains o’ Things together for justice. The playful, catchy lyrics touch on everything from drug dealing to foreign policy to Tracy Chapman. diet. (Tracy Chapman CD, Elektra Entertainment, 1988.) The song questions our need to consume so many Ella’s Story things, and to find meaning in consumption. Bernice Reagon. (Breaths CD, Flying Fish, 1983.) Written by Reagon as a tribute to civil rights leader Ella Baker, this inspiring gospel song says that “We TEACHING AND ORGANIZING Who Believe in Freedom Cannot Rest.” FOR JUSTICE You’ve Got the Power Third World (You’ve Got the Power CD, Columbia, 1982.) If I Had a Hammer Apretty, hopeful song with the lyric “people every- words by Lee Hays, music by Pete Seeger, where just want to be free.” sung by Peter, Paul, and Mary. (Peter, Paul, and Mary, Too CD, Warner Reprise Video, 1993.) Written in 1949 and recorded originally by the Weavers, this song responded to the Cold War and the McCarthyism that swept the United States dur- ing this time. It is hopeful and calls on people to spread justice throughout the world. Imagine John Lennon. (Shaved Fish CD, Parlophone, 1975.) A beautiful song that pushes the envelope: “Imagine there’s no countries.” “Imagine no possessions.” “Imagine no need for greed or hunger.” The Internationale Billy Bragg. (The Internationale CD, Elektra, no date.) A good update of the classic workers’ anthem. All Bragg lyrics are at http://www.billybragg.co.uk/songs.html.

CHAPTER NINE • RESOURCES 355 Videos With a Global Conscience BY BILL BIGELOW

ideos can help “story” the world visually Davidson’s video is a good overview of the origins Vfor students. They can bring global realities of European colonialism in Africa and some of its into a classroom in a way that the printed word effects. He surveys various colonial modes from cannot. Through follow-up discussion, role play, British settlers in Kenya, to “indirect rule” in improvisation, interior monologue, and poetry, Nigeria, to the French attempts at assimilation, to Leopold’s “reign of terror” in the Congo, to the students can drive deeper into the realities of a forced labor in the mines of Southern Rhodesia — particular society, social issue, or into their rela- which, Davidson tells us, killed an astonishing 20 tionships with distant — and sometimes not so people a week for 30 years. But the video’s breadth distant — others. But like any “text,” video is also its weakness, as we don’t really get to know needs to be read critically. Educators need to one situation well enough to understand its nuances, encourage students not to be mere spectators, or to truly appreciate the effects of colonialism on but to raise critical questions about how a video people’s lives. frames social reality: Whose story is featured, The material here is presented conventionally as a who speaks and who does not, what factors are kind of illustrated lecture that does not engage most highlighted to explain a given problem, what students. Still, there are surprisingly few videos that alternatives are explored or ignored? deal with European colonialism, and the information The videos listed below are ones that can help that the eminent historian Davidson presents is solid students rethink globalization. There are many and can be effectively shown and discussed with stu- more that are not included here. One criterion dents in short segments. for selection was that the resources be relatively easily accessed by U.S. teachers. However, Taxi to Timbuktu teachers should be aware that this requirement Christopher Walker. First Run/Icarus. 1994. 50 min. Taxi to Timbuktu was produced by Christopher biases these “Videos With a Global Conscience” Walker, who also made the excellent Trinkets and Beads. in favor of filmmakers and videographers from so-called developed countries, who have more This is a somewhat slow-moving film about Alpha, access to distribution channels here. I’m sure who emigrates from Mali in Africa to New York, that I’ve missed countless other worthy videos, Paris, and Tokyo. It offers an intimate portrait of his and I hope that readers bring these to my atten- life at home and abroad, and the communities he is a part of. Unlike many films professing sympathy for tion. All starred videos are available from the the wretched of the earth, Taxi to Timbuktu offers a important catalog distributed by the Network of glimpse of African poverty that emphasizes people’s Educators on the Americas, Teaching for enormous resourcefulness and creativity. Although Change, www.teachingforchange.org; 800-763- some students may find the video hard to follow or 9131. even tedious, its slow pace is also its strength, as the complexity of people’s lives comes into focus. LEGACY OF INEQUALITY: There is no narration to the film, so little context is COLONIAL ROOTS offered to explain the roots of poverty in Mali, but in his commentary, Alpha suggests some of the colonial This Magnificent African Cake roots to the desertification of his country. The video (Part 6 of “Africa”) would be a valuable follow-up to This Magnificent African Cake, about the consequences of European Basil Davidson. 1984. 57 min. colonialism. Or it could be an excellent addition to a Available from multiple sources, including unit on immigration. Blockbuster.com. Other films that teachers have used in examining the The title of Basil Davidson’s sixth episode from his consequences of colonialism include Gandhi — which “Africa” series comes from Belgium’s King Leopold, deals with anti-colonial struggles in South Africa and speaking at the 1884 Berlin conference to carve up in India — and Earth, about the partition of India Africa: “I am determined to get my share of this and Pakistan. magnificent African Cake.” Tragically, as this video later reveals, Leopold did get a share, which he exploited with unimaginable brutality.

356 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD THE GLOBAL ECONOMY: As with many examinations of globalization, Life and COLONIALISM WITHOUT COLONIES Debt is stronger on critique than it is on alternatives. Former Prime Minister Michael Manley describes Life and Debt Jamaica’s helplessness in the face of the IMF/World Bank juggernaut, but was the Jamaican state entirely Stephanie Black. without recourse? The video explores no possibili- New Yorker Films. 2001. Approx. 90 min. ties. And is Jamaica without recourse now? Toward This may be the best video overview of the effects of the video’s conclusion, one member of the globalization on one society — in this instance, Rastafarian chorus proclaims that “Our salvation Jamaica. Life and Debt focuses on the role of the rests in the hands of the Almighty.” Unspecified is International Monetary Fund (IMF) in Jamaica, but the nature of that salvation and what responsibilities it’s much more than that. It weaves together inter- rest in the hands of Jamaicans, other Third World views with the IMF deputy director, farmers, work- people, and we in the “developed” countries. This ers, scholars, a former Prime Minister (Michael speaks to an important weakness of the video: We Manley); a narration based on Jamaica Kincaid’s A don’t hear from Jamaicans who are organizing for Small Place (see p. 54); Jamaican music; life in a change. What strategies are being pursued, and who tourist hotel; and a kind of Greek chorus of is pursuing them? Indeed, the many interviews with Rastafarian men who comment on Jamaica’s neo- small producers who lament their decline lend the colonial plight. The conclusion: Jamaican society has video a nostalgia that may be unwarranted. been devastated by high interest payments on its external debt (52% of the entire national budget), Nonetheless, this is a clever, patient examination of cheap imports (potatoes, peanuts, carrots, milk pow- what the global economy has visited on one corner der, chicken), the WTO ruling forcing Jamaica’s of the world. bananas into direct competition with much cheaper Two videos that look specifically at resistance to the bananas from Central and South America, and World Trade Organization, highlighting the dramatic exploitative practices in Jamaica’s World Bank- 1999 demonstrations in Seattle, are Showdown in pushed “free zone.” (Of course, there are some eco- Seattle (www.indymedia.org), and This is What nomic winners: Because of high crime, one security Democracy Looks Like (www.thisisdemocracy.org.) firm featured has gone from 120 guards employed to between 1800 and 1900 guards and over 300 dogs.) *Global Village or Global Pillage It’s this relatively comprehensive video walk Jeremy Brecher. 1999. 28 min. through Jamaica’s economy that can help students see the relationship between farm conditions and Global Village or Global Pillage makes two arguments: sweatshops, and provides a partial answer to the People around the world are being pitted against sweatshop defense: “Well, no one is forcing people each other in a “race to the bottom,” where “all are to go to work in these places.” being driven down to the level of the poorest and most desperate;” and this process can only be The video returns periodically to the tourist delights reversed through global solidarity. of Montego Bay, with Kincaid’s incisive and sardonic narrative: The video opens with Westinghouse worker, Janet Pratt, who lost her job when the company decided to Every native of every place is a potential move production from the United States to Juarez, tourist. And every tourist is a native of some- Mexico. To add insult to injury, Westinghouse invited where. Every native would like to find a way Pratt to travel south to train the workers who would out. Every native would like a rest. Every now being doing her job. Despite misgivings, she native would like a tour. But some natives — accepted and found Juarez workers living in miser- most natives in the world — cannot go any- able conditions and earning 85¢ an hour for what she where. They’re too poor to escape the realities had been making $13.65 an hour to do. It’s the of their lives. And they’re too poor to live prop- video’s initial illustration of a process that is going erly in the place where they live. Which is the on throughout the world as capital rushes to find the very place that you the tourist want to go. So cheapest labor it can, as well as the least restrictive when the natives see you, the tourist, they environmental regulations. envy you. They envy your own ability to leave your own banality and boredom. They envy Part two of Global Village or Global Pillage argues for your ability to turn their banality and boredom what the producers call the “Lilliput Strategy” — into a source of pleasure for yourself. named for the Lilliputians tying up of Gulliver with Life and Debt is so issue-rich that it could be the cen- hundreds of pieces of thread. Students might be terpiece of a unit that looked at the transition from encouraged to think about the strengths and weak- colonialism to “freedom,” and the character of that nesses of this metaphor in considering the potential freedom. nature of movements for global justice. Examples in the video of this strategy include a consumer cam- paign to support GAP workers in El Salvador, a

CHAPTER NINE • RESOURCES 357 global campaign to aid Indian villagers combating a The video doesn’t bubble over with hope, but we do World Bank-supported dam, and worker solidarity meet activists in every country visited who describe struggles to force Bridgestone-Firestone to rehire U.S. efforts to organize for alternatives to debt slavery. workers it had fired and replaced with 2300 strike- breakers. In this campaign, Brazilian workers held The Debt Crisis: An Unnatural Disaster one-hour stoppages and then “worked like turtles,” Social Action Centre, Jamaica/Friendship Press, (includes the Brazilian expression for a slowdown. a short teaching guide). 1990. 28 min. These are inspiring examples that point toward a Using delightful skits, songs, and expert testimony, world where people support each other not simply this video is a primer on the history and social conse- for moral or humane reasons, but also out of self- quences of the Third World debt crisis and structural interest, to create decent living and working condi- adjustment programs, especially focusing on the tions in their own societies. In a 28-minute video, the Caribbean. It has something of a homemade feel to it producers can be forgiven for sidestepping more and lacks the polish that students are used to, but it detailed questions of strategy. Does the Lilliput strat- is a clear and hard-hitting overview of the severe dif- egy imagine a world of regulated global capitalism, ficulties the debt crisis creates in poor countries. One with a social and environmental “floor,” or are of the video’s strengths is that it is entirely narrated, humane and environmental objectives fundamentally and the skits acted, by Caribbean people themselves. incompatible with a system based on private profit, The Debt Crisis covers much the same ground as and thus require a non-capitalist global order? They Banking on Life and Debt, although its Caribbean focus don’t say. is narrower. However, the playfulness (some might argue, silliness) of its skits and its concentration on a This is a worthwhile overview to many of the issues smaller geographic area probably make this more covered in Rethinking Globalization. accessible for many students.

*Banking on Life and Debt Deadly Embrace: Nicaragua, Robert Richter. Maryknoll. 1995. 30 min. the World Bank, and the International “It’s easier to get a camel through the eye of a needle Monetary Fund than for a banker to feel sorry for a child who is Elizabeth Conner and Ashley Eames. starving, dying of starvation,” claims the Brazilian Global Exchange. 1996. 30 min. radical politician “Lula” in Banking on Life and Debt. A poor Nicaraguan woman points out that, “Before, The video is an overview of World Bank and during the Sandinista times, there was war but there International Monetary Fund policies that promote was never hunger. Now there is no war but there is poverty, starvation, and ecological ruin. Measured by hunger.” The “deadly embrace” of the video’s title its ability to engage most high school students, refers to the post-Sandinista government’s accept- Banking on Life and Debt is spread too thin, covers too ance of the structural adjustment policies of the much history and too much political economy, and is World Bank and IMF, which have devastated narrated by too many talking heads. Nonetheless, Nicaragua’s economy — at least from the standpoint through examining World Bank and IMF policies in of the vast majority of the people. According to the Ghana, Brazil, and the Philippines, the video offers a video, unemployment has rocketed to 60%, credit to convincing portrait of an international economic small farmers has been slashed, public school teach- order that drains resources from poor countries in ers work in deteriorating conditions for $60 to $70 a the name of development. And if used with other month, and public programs of all kinds have been readings and activities that explore the global debt eliminated. Meanwhile, free trade zones welcome crisis, this can be an important resource. transnational corporations who pay pennies an hour The snapshot of Brazil helps clarify the relationship to desperate workers. between debt crisis and environmental crisis. Brazil In its ability to hold most students’ attention, the has been ordered to turn more of its land to produc- video is somewhat less effective than Banking on Life tion for export. Increasing amounts of land are plant- and Debt or The Debt Crisis, but its strength is its ed in soybeans. As Brazil’s Cardinal Arns points out, focus on one country. This could be a helpful “The food that we were supposed to eat [is] being resource in an area study of Central America or in a sent to cows and pigs in other countries.” Other poor broader look at the forces that compel people to seek countries receive the same prescription, and flooded work in global sweatshops. commodity markets pull down prices of Third World raw materials. Meanwhile, poor Brazilian farmers Cancel the Debt, Now! lose their land to huge corporations and become The Jubilee 2000 Campaign. 2000. squatters, every year hacking down more and more Approx. 20 min. Amazon rainforest. Cancel the Debt, Now! outlines the immorality of the global debt crisis. Activists from numerous countries

358 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD tell about the impact of debt on the poorest people in of which are 30 seconds or less — would make an their societies, as well as the effects on the environ- excellent prompt for students to complete their own ment. The video emphasizes the global Jubilee 2000 illustrations of these and any other rights they Campaign to cancel the debt for the poorest countries believe should be universal. Students could also be and explains why this is not “charity.” Although the divided into small groups to perform improvisations campaign is Biblically-grounded (in the Book of based on the Universal Declaration or to create pan- Leviticus) — and thus the video has religious over- tomimes and perform them as in a game of charades, tones — this should not prevent its use in public with other students guessing which article is being schools. Its strength is in its advocacy for activism in acted out. solidarity with the world’s poor, and in its scope. However, other than their dire poverty, we learn little Roger and Me about the lives of people affected by the debt crisis. Michael Moore. Widely available at video stores. 1989. 91 min. (Awarded *Where Are the Beans? an absurd ‘R’ rating, apparently for a bit of foul language Mennonite Central Committee. 1994. 13 min. and the on-camera butchering of a rabbit.) Where Are the Beans? is a kind of detective story — “First, close eleven plants in the U.S., then open and an excellent classroom resource. Linda Shelly, of eleven in Mexico where you pay the workers 70¢ an the Mennonite Central Committee, lived in La hour. Then use the money you’ve saved building Esperanza, Honduras for several years. While there, cars in Mexico to take over other companies — she loved to eat red beans, a staple of the Honduran preferably high tech firms and weapons manufactur- diet. But when she returned in 1993, she found that ers. Next, tell the union you’re broke and they happi- no one ate beans any longer. Where are the beans? is ly agree to give back a couple billion dollars in wage the question that Shelly pursues as she visits old cuts. You then take that money from the workers and friends to learn about how their lives have changed. eliminate their jobs by building more foreign facto- ries. Roger Smith was a true genius.” This is film- Shelly discovers the answer in the structural adjust- maker Michael Moore describing the business strate- ment policies that the International Monetary Fund gy of General Motors’ then-chairman, Roger Smith. pressed the Honduran government to adopt: fewer subsidies to the poor, currency devaluation, no more Roger and Me chronicles Michael Moore’s long quest government loans to small farmers, and increased to confront Smith with the human consequences of exports of ... you guessed it: red beans. “The small his business decisions on Moore’s hometown of Honduran farmers have been pulled into the global Flint, Michigan, where GM eliminated 30,000 jobs. economy — pulled in at the bottom,” says Shelly. You can find the film in the comedy section at your “Their new position in this system demands more local video store. And it is a comedy, with a and more from them and offers them less and less.” Detective Columbo-like Moore relentlessly pursuing The video closes with Shelly’s thoughts on how peo- Smith and encountering one ludicrous GM evasion ple in this country can respond to the increased after another. But the film’s laughs are squeezed inequities between rich and poor countries, although from the sorrow and outrage we also experience as she overstates the extent to which all Americans ben- Moore juxtaposes the deterioration of workers’ lives efit from this system. with the empty-headed patter of Flint’s elite, and the Pat Boones, Anita Bryants, and assorted hucksters Where Are the Beans? makes a nice complement to who troop through town. Moore interviews a GM Sweating for a T-Shirt, reviewed below, because it spokesman who is indignant that Moore would dare helps explain the forces pushing people off the land suggest that GM owes anything to the workers who and into sweatshops. A 19-page study guide supple- built the company. General Motors is in business ments the video and includes a classroom-friendly solely to make a profit, he insists, plain and simple. bean bag simulation. Capitalism 101. (In the credits we learn that the PR man also loses his job.) Universal Declaration of Human Rights Stephen R. Johnson/Reebok Foundation. 1988. The film ends with Moore cutting back and forth 22 min. between Roger Smith offering pious-sounding plati- tudes at a GM Christmas party and the wrenching One could say that this is the music video for the eviction of a Flint family on Christmas eve. U.N. Declaration of Human Rights. Short psychedel- ic cartoons illustrate each of the Declaration’s 30 arti- To the extent that a key goal of teaching about glob- cles. They are mostly clever and amusing. For exam- alization is to lay bare its human dimensions, this is ple, the segment for Article 12, which includes guar- a valuable classroom resource. However, an equally antees against arbitrary interference with correspon- important goal is to encourage students to reflect on dence, features a letter ripped out of an envelope and alternatives. The film’s nostalgia for an American attacked by an army of needles poking and shred- society based on the mass production of automobiles ding. The entire series of short cartoons — almost all reveals a key limitation of Roger and Me.

CHAPTER NINE • RESOURCES 359 A British film that complements Roger and Me is people are emigrating from Mexico and what eco- Brassed Off, starring the brilliant Pete Postlethwaite. nomic and political changes would address the It may be a bit too slow or simply odd for most high Mexican economic crisis — a crisis that the video school students, but at least rent it sometime for largely takes for granted. yourself. Like Roger and Me it’s a humorous, if heart- breaking, look at the consequences of “downsizing” Fear and Learning at Hoover Elementary — in this case, Margaret Thatcher’s Tory government Laura Angelica Simón.Transit Media, 1996. 53 min. closing profitable, and heavily unionized, coal pits in Yorkshire. The film explores the miners’ travails On the day that California voters approved through the fortunes of the town’s brass band. Proposition 187 — denying “illegal” immigrants public education and access to health care — one of The Ties That Bind Laura Angelica Simón’s students asked her if she Maryknoll, 1996. 56 min. was now a “cop” and was going to kick them out of school. Fear and Learning at Hoover Elementary is Divided into three sections, the first of these is too Simón’s intimate look at the emotional pain caused narrator- and interview-dense for most students. But by Prop. 187 in one California school: hers. Hoover is part two, “Just Between Us,” and part three, “The the largest elementary school in Los Angeles, Common Bond” are more accessible. Through the enrolling 2,700 kids, 90% of them from Mexico, story of two women who emigrated from Mexico to Guatemala, and El Salvador. The video “stars” the United States, “Just Between Us” humanizes the Mayra, a precocious Salvadoran fifth grader who issue of “illegal” immigration. It points out the con- takes us on a tour of the school and invites us into tradiction between the rhetoric of openness and her home — a one-room apartment across from “free” trade on the one hand and the militarization crime-plagued McArthur Park that she shares with of the border on the other. But it does this concretely, her mother, uncle and sister. Mayra and other stu- through story. dents we meet represent living criticisms of the dehumanizing term “illegal alien,” and their humor The final part, “The Common Bond,” is largely the and intelligence offer viewers an opportunity to inspiring story of Carmen Anaya, a feisty former rethink lingering stereotypes. But the video is not teacher from Monterrey, Mexico who immigrated to content to confront anti-immigrant attitudes simply the United States and worked in the fields. Anaya by introducing us to sweet kids. We also meet became a community organizer and leader of Valley Dianne Lee, a seven-year teaching veteran whose Interfaith, a multi-ethnic, church/community grandparents immigrated from Russia; Carmen alliance that boasts membership of 60,000 families in Arcote, a conservative Mexican-American parent the Rio Grande Valley. Through a translator, Anaya who voted for 187; and Mr. Peakmeyer, the Anglo narrates a story that recalls the “conductors” on the librarian who engages Hoover students in an Underground Railroad of an earlier era: impromptu debate about the causes of the neighbor- It was 2 in the morning. How can I forget it? hood’s decline, and with help from these astute The doorbell rang and I saw all these men. youngsters trips over his own contradictions. “What’s the matter?” I asked. They were My students enjoyed this personal video essay about with Immigration. “Open the door,” they immigration issues, and found lots to talk and write said. “Are you Carmen Anaya?” “Sure. How about. However, the video can’t stand on its own. can I help you?” I said. “We want you to go Although early on, Simón, the narrator, labels the open the church.” I asked them “Why? Do students “economic and political refugees,” that’s you want to pray?” They said, “We’re not the only hint of the forces that propel so many Latin joking around. We’ve been told that you’re Americans to move north. It was beyond the video’s hiding many undocumented persons in scope, but unless students explore the broader eco- there.” I said to them, “I will never open that nomic factors hurting poor countries — in large door if you’re going there with any other measure Made in the USA and other industrialized intention than to pray. So you do whatever nations — they won’t be able to think deeply about you want with me. But I’m not opening that the wrongheadedness of anti-immigrant crusades. door.” And I didn’t. — We suffered a lot. Without this broader context, students may be left Because not everyone agreed with us, but we sympathetic to immigrants’ plights but unaware of knew that God agreed with us. how economic and political choices made here create Although it includes the use of Mexican story-songs social dislocations throughout Latin America. to effectively illustrate points, the video also features Limitations notwithstanding, the video is provoca- an unfortunate soundtrack with soap opera-like tive and useful. music that will annoy some viewers, matched by a To engage students in the ordeal of immigrating to narration that occasionally dips into the well of God- the United States from Central America or Mexico, family-country boilerplate. The Ties That Bind is big- many teachers use El Norte (available at many video hearted but lacks a sustained analysis about why

360 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD rental outlets). Although it focuses on immigrants laid off 178,000 workers but at the same time tripled fleeing military repression in 1980s Guatemala, executives’ salaries. This was a point that stuck with aspects of this film are timely, and it’s been a favorite my predominantly white, working class students, with students. some of whom occasionally express a tolerance for global inequities because this arrangement benefits *Bus Riders Union “us.” Haskell Wexler/The Strategy Center. 2000. 86 min. As with other Maryknoll videos like The Business of In this extraordinary video, Academy Award-win- Hunger and Banking on Life and Debt, Arms for the Poor ning cinematographer Haskell Wexler records the hops around the globe, featuring example after several-year-long struggle of the Los Angeles Bus example, offering one eloquent testimony after Riders Union (BRU) to win better service and to chal- another. It’s a technique that is information-rich, and lenge the race and class bias in city spending priori- effectively presents broad global patterns, but also ties. Sure, at 86 minutes, it’s long for classroom use holds students at a distance from the victims of U.S. and drags in a few places for many high school stu- economic and military policies; we never linger in a dents, but what a rich documentary this is. At the place long enough to really get to know anyone. outset, Kikanza Ramsey, a young BRU organizer, Nonetheless, it’s an important resource, one that gen- explains that the union is “a political, social experi- erated a good discussion when I used it with my stu- ment to see if we can build a multiracial, bilingual, dents. gender-balanced mass movement of working class people that is willing to fight for a set of demands that challenges corporate capital.” And this is not GLOBAL SWEATSHOPS mere rhetoric. The remainder of the video brings her words to life, revealing the twists and turns, highs *Sweating for a T-Shirt and lows of this struggle, as seen through the eyes of Medea Benjamin, Global Exchange. 1999. 24 min. participants. We desperately need more classroom resources like this one. First, because in many Narrated by first year college student Arlen respects the union is victorious; in the end they win Benjamin-Gomez, Sweating for a T-Shirt is a fine lots more buses — and less polluting ones, at that — video introduction to the issue of global sweatshops. to ease overcrowding for their mostly immigrant, It opens with Benjamin-Gomez buying her sister a poor, people of color, working class constituency. UCLA T-shirt made in Honduras, and then wander- And students need to learn that struggle matters. But ing the campus asking students where their clothes it’s how the BRU organizes — especially across lines were made. It’s an engaging lead-in to her visit to of race, nationality, and language; with humor; with Honduras with mother, Medea Benjamin, a long-time song; with determination; with an eye on the bigger social justice activist and co-founder of Global systemic picture — that will leave a lasting impres- Exchange. sion. Hope is scarce in many of these “videos with a In Honduras, the video contrasts comments by global conscience;” in Bus Riders Union it plays a star- industry PR representatives with interviews of ring role. sweatshop workers and union organizers, and visits to workers’ homes. No problems here, say the indus- *Arms for the Poor try folks. “I hate that word, ‘sweatshops,’” complains Maryknoll. 1998. 25 min. an Apparel Manufacturers spokesman. Arms for the Poor almost suffocates students with sta- But the video demonstrates convincingly that there tistics, but it offers a convincing portrait of the U.S. are problems here, and that the word “sweatshop” is government in cahoots with arms exporters spread- well-deserved when applied to Honduran maquilado- ing destruction and wasting the precious resources of ras — labor-intensive factories owned or contracted poor countries: Since the end of the Cold War, the with by transnational corporations — producing for U.S. has doubled its arms sales; the U.S. sells more global giants like Fruit of the Loom, Dockers, and weaponry abroad than all other 52 arms exporters Nike: Workers make around $3 a day, but the cost of combined; 80% of U.S. arms sales go to repressive, living is $8; hours are long; air in the factories is non-democratic governments; land mines — 95% of poor, and health problems like severe bronchitis and which are U.S. made — kill or injure 500 people per skin allergies are common; no talking is allowed and week. Activists and experts interviewed consistently bathroom breaks are few; workers are fired for ill- link U.S. arms sales to the maintenance of global ness and especially for organizing unions; pregnant inequality; although this is asserted more than workers are fired and denied maternity benefits; demonstrated in the video. youngsters regularly begin factory work around the Well, at least “we” benefit from this arrangement, age of 12, and are unable to pursue further school- right? Not according to a Boston Globe investigation ing. described in the video that found that over a four- Meanwhile, the Honduras-U.S. Chamber of year period, six of the largest U.S. arms exporters

CHAPTER NINE • RESOURCES 361 Commerce representative tells Benjamin: “I don’t urban life, there are effective scenes of peasants in think they even have the need to have a union, Chiapas resisting the militarization of their lands, because they are considered to be privileged work- and interview segments with the Zapatista leader ers. They work in a very nice environment.” Subcomandante Marcos. Significantly, the video doesn’t encourage us to pity Maquiladoras depend on a ready supply of desperate the workers as powerless victims. It emphasizes peo- people willing to trade their freedom and sometimes ple’s own efforts to organize to fight for better condi- their health for a regular, if inadequate, wage. This tions. As the narration and Hondurans themselves video begins to ask, “Why?” and to locate sweat- stress, they need our solidarity, not charity. shops in a broader process of globalization.

At the beginning of Benjamin’s time in Honduras, Something to Hide the Apparel Manufacturers spokesman promises to The National Labor Committee. 1999. 25 min. get them in to see first-hand the excellent working conditions. He smiles and tells them, “I’ll arrange “If you think of the worst nightmare of the major that you leave impressed.” But in the end, despite corporations, it’s that young people will start to ask repeated telephone calls, the factories refuse to allow serious questions about where their stuff is pro- Benjamin and her daughter in the door. As Benjamin duced,” says the National Labor Committee’s says, putting down the phone for the last time, Charles Kernaghan at the close of Something to Hide. “Well, I guess they’ve got something to hide.” This video demonstrates that some students are most definitely posing those questions and seeking Maquila: A Tale of Two Mexicos answers. Something to Hide follows Kernaghan and a Saul Landau and Sonia Angulo. delegation of U.S. college students to El Salvador to Cinema Guild. 2000. 55 min. learn about maquiladora conditions. As Medea Benjamin and her daughter Arlen discover in The “two Mexicos” referred to in the title of this Sweating for a T-Shirt, about their similar quest in video are the countryside and the industrial border Honduras, factories are closed to observers. Not only zones, home to numerous maquiladoras. Although the are they closed, they are often barricaded behind video’s portrait of maquiladora-centered urban life is enormous concrete walls or fences topped by razor much fuller than its depiction of rural life, this is an wire. In interviews with workers outside the facto- important resource. ries we hear a litany of abuses, which include the As one observer points out, the maquila boom may harassment of women who “get pregnant too often,” represent economic growth, but it is certainly not low pay, long hours, attacks on union organizers, genuine development. Using Ciudad Juarez — just and humiliation by the Korean managers — whose across the Rio Grande from El Paso, Texas — as a motives and positions are, regrettably, not scruti- case study, the video demonstrates how maquilas nized, as is true in the NLC’s earlier video, Zoned for cheat workers out of wages, undermine unions, pol- Slavery (see below). The U.S. students also meet a lute surrounding neighborhoods, offer miserable worker who was fired for daring to speak with a sol- health and safety conditions, and abuse the largely idarity delegation from the United States. female labor force. Interviews with workers offer Something to Hide serves as a worthwhile introduc- glimpses into the intimate humiliations they con- tion to the issue of global sweatshops, and also as an front. One woman maquila worker says that factory invitation to join with other students to “put a managers will fire any worker who becomes preg- human face on the global economy.” nant; they require women to take pregnancy tests and go so far as to demand to see their sanitary nap- “Free Trade in Mexico” kins to make sure they are menstruating. segment from TV Nation, Vol. One, Michael Moore. Another startling feature of the video is its investiga- (Available in some video stores and from amazon.com.) tion into the huge number of disappearances and 1994. Approx. 15 min. murders of poor women in Juarez. A crime wave that Michael Moore spoofs the era of free trade in this might be portrayed as horrifying but inexplicable by amusing segment of his now-defunct NBC show TV the mainstream media is here given economic and Nation. He travels to Reynoso, Mexico to pretend to social context. Be aware that there is an especially explore the economic benefits of relocating TV pro- gruesome scene of a murdered young woman that duction there. In Reynoso, he visits a Whirlpool fac- could upset some students. But this segment is not tory that produces washing machine parts formerly unrelievedly grim. The video features a large and made in Indiana, Arkansas, and Tennessee. The inspiring demonstration of hundreds of women wav- workers there make 75 ¢ an hour, and don’t have ing white handkerchiefs, chanting “Ni una mas!” Whirlpool machines of their own, because, as the (Not one more!) manager tells Moore, “One of the problems is that a Although we don’t learn about conditions in the lot of the folks don’t have plumbed-in water.” countryside in as much depth as we learn about Moore’s Reynoso tour guide shows off life across the

362 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD border in McAllen, Texas — home to mansions and duction to issues of child labor and global sweat- 20 golf courses — where U.S. managers of Mexican shops. It’s an important resource, one I’ve found factories can enjoy the quality of life they are accus- especially valuable as a follow-up to the tomed to. The episode is a lighthearted vehicle for Transnational Capital Auction (see p. 108). Moore to drive home his point that in practice, free trade means freedom for corporations to export jobs Mickey Mouse Goes to Haiti: to low-wage havens with lax enforcement of envi- Walt Disney and the Science of ronmental protections. Exploitation Crowing Rooster Arts/National Labor Committee. 1996. *Zoned for Slavery: 17 min. The Child Behind the Label National Labor Committee. 1995. 23 min. This is an angry video that returns again and again to the wretched wages and living conditions of United States corporations operating in Central Disney’s Haitian workers. We travel to Haiti with American free trade zones “pay no corporate taxes, Charles Kernaghan, the intense and indefatigable no income taxes, no social security or health benefits, director of the National Labor Committee, as he and they treat their workers like slaves. There are no interviews Haitians about their work lives and stan- inspections, no regulations, and when workers try to dards of living. The video is especially effective organize, they are fired.” As Zoned for Slavery empha- when Kernaghan holds up a Disney T-shirt and sizes, these miserable conditions are subsidized by reveals to workers how much it sells for in the U.S. taxpayers, with over $1 billion funneled to free United States. Their collective gasps and shouts of trade zones by the U.S. Agency for International disbelief offer indisputable testimony about Disney’s Development. Most of the workers are young exploitative practices. women — teenagers — who work for wages that are 5 to 10% of the wages earned by U.S. apparel work- Now that sweatshops have been in the news for ers. Children are the losers, forced to choose between awhile, many of my students have heard from par- work and school, as employers insist on mandatory ents or teachers that yes, wages are low in Third overtime. In his commentary in the video, the World countries, but living expenses are so low that National Labor Committee’s Charles Kernaghan it all equals out. To test such claims, Mickey Mouse insists that with their forced overtime policies, com- Goes to Haiti shows viewers exactly what a worker panies “are telling these young women: ‘It’s school can buy for her family’s dinner with 20 gourdes — or it’s work — you decide. If you’re going to go to $1.20 — if she were so lucky as to end her day with school tonight, don’t bother coming back tomorrow, that much left over: a bit of spaghetti, an onion, a ‘cause you’re fired.’” small amount of oil and tomato sauce, garlic, a bul- lion cube and two small pieces of salt fish. The harsh Kernaghan’s indignation at the youngsters’ exploita- details of Disney workers’ lives, such as these, make tion courses through the video. A Gap shirt made in this an effective video to use with students. What it El Salvador sells in the United States for $20, but the lacks in the polish of a network news magazine seg- workers receive just 12 ¢. Who gets the other $19.88? ment, it more than makes up for with its sense of he demands. The video is relentlessly polemical, but justice and outrage. why shouldn’t it be? Kernaghan’s outrage is an appropriate response to the degradation he witness- One drawback of the video, and it’s an important es. one, is its failure to portray Haitians — and by extension, people in poor countries in general — as With Kernaghan, we sneak into a Honduran agents of change. We never get any sense that maquiladora and hear from the teenage workers about Haitians themselves are resisting Disney’s “science their conditions. In open garbage pits outside the fac- of exploitation.” In an interview, one worker says, tories we see discarded packets of the birth control “We are like the living dead. The boss has benefits pills that factory managers force on young women and we have nothing. The boss can say anything to workers. Not explained, unfortunately, is the role of us and we can say nothing.” Surely there is truth to the Korean subcontractors who appear as the video’s this, but the video’s underlying message is that we only on-camera bad guys. in the United States need to act for Haitians, because they cannot act for themselves. It’s a plea for charity As with the NLC video Mickey Mouse Goes to Haiti rather than for solidarity. (reviewed here), Zoned for Slavery is marred by its failure to highlight the ongoing organizing efforts of Guess Who Pockets the Difference? Central Americans themselves. By almost entirely UNITE! 1995. 8 min. ignoring labor and human rights activities there, the producers implicitly suggest that people in the Think that sweatshops are only in other countries? United States must shoulder sole responsibility to Think again, argues this short video about Guess confront sweatshop abuse. Still, Zoned for Slavery is an excellent — some teachers think the best — intro-

CHAPTER NINE • RESOURCES 363 workers’ drive for a union contract. Brief interviews film in my curriculum, Salt of the Earth celebrates the with Guess’ mostly Latin American immigrant work- possibility of people being able to create a very dif- ers tell of forced overtime, low wages, and humiliat- ferent, very much better society through solidarity ing conditions of work. Through a translator, one and collective action. woman explains the contract system: “We’ve tried to When I first showed Salt of the Earth a number of talk to our boss, but he tells us that Guess is pressur- years ago, I worried that students would be put-off ing them — that they lowered their prices. It isn’t fair by a black and white film that had quite a bit of ama- that they are the ones in competition for the prices teurish acting and melodramatic music. I was wrong. and we are the ones who pay the consequences.” What the film lacks in polish it more than makes up The video’s brevity is an obvious limitation — we for in substance. And most students recognize that. learn very little about workers’ lives or their struggle to improve conditions — but it could be a useful Bread and Roses resource, especially if students were researching the Ken Loach. [Available at video stores.] Lions Gate Films. labor practices of particular corporations, or sweat- 2001. 106 min. [Rated ‘R’ for some sexual references, and shop practices in the United States. lots of harsh language.]

*Salt of the Earth This is the fictionalized account of episodes in the Justice for Janitors campaign in Los Angeles. The Herbert Biberman. 1954. 94 min. film opens with Maya’s harrowing illegal entrance Set in “Zinctown, New Mexico,” Salt of the Earth uses into the United States from Mexico and follows her a combination of actors and non-professional com- travails as she secures a cleaning job in a large down- munity people to tell its story. And a great story it is. town office building. Perez, the on-site manager for Sparked by a mine accident, the workers, mostly the cleaning contractor, keeps workers in line Mexican Americans, go on strike. Safety is the issue, through incessant badgering. Maya bristles at this but is inextricably linked with racial discrimination treatment, and is receptive to overtures from the as Anglo miners work in pairs, while Mexican- cocky white union organizer Sam, but her sister Rosa Americans are forced to work alone. The film consis- has learned hard lessons in self-preservation, and tently highlights the racial dimension to the class wants no part of a risky union struggle, especially struggle. As one of the white managers says about one led by this guy. “‘We, we,’ when was the last the workers: “They’re like children in many ways. time you got a cleaning job?” she demands of Sam Sometimes you have to humor them. Sometimes you early in the film. have to spank them. And sometimes you have to The best scenes in Bread and Roses are the tense con- take their food away.” And the film also addresses versations between workers about whether or not racism within the union. The white organizer from organizing is worth the risk. Maya’s would-be the international union is committed to the workers’ boyfriend, Ruben, has a law school scholarship wait- cause and to union democracy, but his paternalism ing, if only he plays it safe and keeps his job. Why still creeps in. He is criticized by one of the workers, would Maya want to endanger her job, Ruben wants Ramón Quintero: “When you figure everything the to know. She snaps back: rank and file’s to do down to the last detail, you don’t give us anything to think about. Are you afraid What was it that you said when they fired we’re too lazy to take initiative?” Teresa [an older woman who worked with them cleaning the office building]? “She looks But this is especially a feminist story, as women like my mother.” That’s why I’m doing it. I’m insist that their issues for indoor plumbing and hot doing it because my sister has been working 16 water in the company-owned housing also be includ- hours a day since she got here. Because her ed as a demand of the all-male union. This is the husband can’t pay for the hospital bills. He women’s story at least as much as the men’s, and doesn’t have medical insurance.... I’m doing it they continue to push for equality the more they par- because I have to give Perez two months of my ticipate in strike activities. This struggle comes to a salary and I have to beg him for a job. I’m head as Esperanza confronts her husband, Ramon, doing it because we feed those bastards, we about his determination to keep her in her place: wipe their asses, we do everything for them. “Have you learned nothing from this strike? Why are We raise their children, and they still look right you afraid to have me at your side? Do you still think you can have dignity only if I have none?... Do through us. you feel better having someone lower than you? Bread and Roses is engaging start to finish and can Whose neck shall I stand on to make me feel superi- generate lots of excellent writing and discussion — or?... I want to rise and push everything up as I go.” about treatment of immigrant workers, tensions between immigrant and non-immigrant workers, Comforting Esperanza a bit later, one of the women risks and benefits of organizing, and many others. says, “Anything worth learning is a hurt. These But it’s not without its flaws. This is supposed to be changes come with pain.” As effectively as any other

364 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD a struggle to reclaim workers’ lost dignity, but every video’s broader message is clear: There are serious union tactic is decided upon by the organizer, not by problems in the world, and we can work to make the workers. They may be in meetings together, but things better. Sam does virtually all the talking — deciding every move, making pronouncements about how he is *Tomorrow We’ll Finish going to “personally embarrass” the new part-own- UNICEF (distributed by Maryknoll). 1994. 26 min. ers of the office building. (Someone in Bread and Tomorrow We’ll Finish dramatizes the lives of three Roses should have criticized him the way the Ramón Nepalese girls in a rug factory in Katmandu. criticized the organizer in Salt of the Earth — above.) Although it may feel a bit melodramatic or contrived And the romance between Sam and Maya was a to some students, the video is an effective introduc- needless and inappropriate — if predictable — inser- tion to child labor in the rug industry. Its attention to tion by writer/director Ken Loach. But these are not details — the rigors of the girls’ working conditions, fatal flaws, and this is a valuable film. their sexual harassment by their “middleman” over- By the way, Loach is a prolific filmmaker, under- seer, the pressure to produce in order to pay back appreciated in the United States. Two of his films loans to their families — lends the video a feeling of that would make excellent additions to a global authenticity and invites students to look at life from studies curriculum are Hidden Agenda, about British the girls’ points of view. Especially touching is the repression in Northern Ireland; and Land and tenderness in the three girls’ relationships and how Freedom, about the Spanish Civil War. they look out for one another. I’ve used the video only once, but my students — mostly high school sophomores at the time — enjoyed it and found it CHILD LABOR more affecting than reporter-narrated TV news- magazine segments. When Children Do the Work Viewers get only a glimpse of how the girls’ labor The Working Group, 1996. 27 min. relates to the global economy when a European- When Children Do the Work borrows key segments looking rug buyer enters the factory to bargain for from the National Labor Committee’s video Zoned the finished product. The failure to examine the for Slavery (see review in this article) and an episode broader global context of child labor could be con- of the PBS series Rights and Wrongs to alert viewers sidered a weakness of the video. On the other hand, to the use of child labor around the world. The nar- it demonstrates effectively how both consumers and ration opens with the claim that as a society “we” producers are often invisible to each other. did away with child labor at the turn of the century, See also Zoned for Slavery. suggesting that child labor is a problem only in other countries, and closes glibly with a list of U.S. firms that have pledged not to use child labor — neglect- FOOD AND AGRICULTURE ing to mention that, to date, none of them has prom- ised to pay a living wage to its workers. *¡Aumento Ya! (A Raise Now!) Nonetheless, the segments are short and hard-hit- [In English, some subtitles.] ting, and offer a dramatic introduction to the global Tom Chamberlin/PCUN (Pineros y Campesinos Unidos workplace exploitation of children. del Noroeste). 1996. 50 min. The Rights and Wrongs segment features an interview “They look at us as if we’re their tractor,” says one with a Pakistani carpet factory manager who matter- farm worker organizer, describing the white grow- of-factly reports that he has 40 looms worked by 100 ers’ attitudes about their largely Mexican workforce. children. “We chain them three or four hours a day ¡Aumento Ya! is the dramatic story of Oregon farm to teach it (sic) not to run away,” and adds that the workers’ confrontation with those discriminatory children also sleep chained to their looms. But attitudes, and the miserable working and living con- scenes of abuse are also paired with stories of resist- ditions that accompany them. ance, and the video highlights the story of Iqbal Masih, a former child worker who became an The video, presented as the personal narrative of a activist with the Bonded Labor Liberation Front. woman who came to volunteer with the farm work- ers union, can be roughly divided into two parts: the A final segment features the work of the Women’s first, a short overview of farm worker conditions in Network of the United Food and Commercial Oregon and the farm workers’ union, Pineros y Workers union which targets Wal-Mart’s sale of Campesinos Unidos del Noroeste (PCUN); the sec- products made by eight- to twelve-year-olds in ond, the story of the strikes held over the summer of Bangladesh. 1995 by workers in the strawberry fields. This is not a highly polished video, but its story is compelling, Despite its overly rosy assessment of the progress and my students have found ¡Aumento Ya! engaging that has been made in eliminating child labor, the and moving. It’s one of those “small” videos, that

CHAPTER NINE • RESOURCES 365 allow students to encounter social forces as they The Global Banquet is a good introduction to the manifest themselves in real people’s lives. themes explored in our chapter “Just Food?” The video asks who benefits from the global market in Workers begin with the simple demand to be paid agriculture and concludes: only large corporations. 17¢ a pound for strawberries rather than the 10 to In the United States and Canada, small farmers can’t 12¢ the growers are paying. Beginning with the first compete with the corporate food behemoths, and walkout from the fields, the video takes us day by often receive less for their food commodities than day through the strike. A few days into the strike, as these take to produce. In the Third World, small workers gain confidence, they add demands about farmers are crushed in the marketplace by subsi- their housing — shacks of blue plastic walls that dized food from the “developed” countries. Defeated sleep six or more. Workers call for separate showers by the global market, small farmers in poor countries for men and women, heat in the cabins, leaking roofs migrate to the cities, to other countries, or become to be fixed, cleaning equipment made available, migrant workers: “The fresh fruit and vegetables that locks on doors, one telephone for the camp. For my most of us eat are picked by the hands of farmers students, the modesty of these demands underscored who have been displaced on their own land, and are the wretchedness of farm workers’ living conditions. now very low wage farm workers.” As one Central It’s not easy to find teaching materials that show American farmer, Jorge Mejia says in the video: “You ordinary people taking action to better their lives. feel very sad, like you’ve been abandoned.” ¡Aumento Ya! is inspiring without being romantic or The video argues that free trade in agricultural goods overstating workers’ accomplishments. means that countries are “free” to have their food Bring some strawberries to class, ask students to self-sufficiency destroyed. And for those who don’t write whatever comes to mind about the berries, and have the cash to participate in the global food mar- then show ¡Aumento Ya! for a different point of view ket? They’re free to starve. As critic David Korten [see p. 128.] points out in the video, the market responds only to those who have the cash to make it respond. The Fight in the Fields: César Chávez and The video briefly covers other aspects of food-for- the Farm Worker Struggle profit, including one section on genetically modified Ray Telles and Rick Tejada-Flores/Paradigm Productions. produce. And alternatives are also touched on, but 1997. 116 min. without the kind of rich detail that would have been This is an excellent film about the life of César valuable. Still, mentions of CSAs (Community- Chávez and the history of Mexican-American farm Supported Agriculture), farmers’ markets, and small workers — the best I’ve seen. The Fight in the Fields diversified farms hint at viable alternatives to the begins in the California fields in the 1860s and closes corporate globalization of food. with the death of Chávez in 1993. In between is a See also Where Are the Beans? in “The Global solid history of the heroic farm worker movement, Economy: Colonialism without Colonies”. Another with a keen eye for the multiracial solidarity that video that teachers might find useful is The Greening weaves through the long struggle: Mexicans and of Cuba (Jamie Kibben. Food First. 38 min. 1996) Okies join forces in the 1930s, Filipinos and Mexicans about the revolution in small-scale organic agricul- later; an Arab-American striker was the first person ture in Cuba. killed in the grape strikes of the late 1960s. Yes, it’s largely a talking head documentary — at times, narrator-heavy. Yes, it’s long. And, yes, some CULTURE, CONSUMPTION, students may find it boring. But it’s a wonderful AND THE ENVIRONMENT film, rich in details, told mostly from the point of view of the organizers and farm workers who made *Earth and the American Dream the history. Bill Couterie. Direct Cinema Ltd. 1993. 77 min. Although later sections on the grape and lettuce boy- See “Capitalism and the Environment: The cotts could be excerpted for use in class, the film Thingamabob Game,” p. 287, for a description of this draws its power from the panoramic view it offers of fine and useful video. the farm worker struggle. *Ancient Futures: Learning from Ladakh *The Global Banquet John Page/International Society for Ecology and Culture. Two parts: “Who’s Invited?” 1993. 60 min. and “What’s On the Menu?” Maryknoll. 2001. 50 min. See the article “Rethinking ‘Primitive’ Cultures: Ancient Futures and Learning from Ladakh,” p. 308, on ways to work with this video. It’s a must-use resource.

366 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD Local Futures according to the video’s narration, have begun to see International Society for Ecology and Culture. 1998. the need to build alliances against the forces of “development,” which include cattle ranchers, log- See the article “Rethinking ‘Primitive’ Cultures: gers, gold miners, power companies, and the Ancient Futures and Learning from Ladakh,” p. 308. Brazilian military. As the rubber workers union Although not as strong as Ancient Futures, Local leader, Chico Mendes (since murdered) says: “Today Futures concentrates on local alternatives to global- we have become aware. It’s been so important that ization, and features activities from a Ladakhi Indians and rubber tappers have discovered they are women’s organization not included in Ancient not enemies. Our biggest enemies were those who Futures. caused this conflict between us. And our true ene- mies are those who are devouring us and devastat- *Trinkets and Beads ing our forests and who want to do away with Christopher Walker. 1996. 52 min. Amazonia.” Despite the environmental and human Trinkets and Beads is a haunting video about interna- ravages described in some detail, this is a hopeful tional oil companies versus the indigenous people of video that emphasizes the enormous resourcefulness the rainforests of eastern Ecuador (see “Oil, of Amazonia’s people and their growing resistance. Rainforests, and Indigenous Cultures,” p. 268). There’s a billion and a half dollars worth of oil in Stepan Chemical: Ecuador’s Oriente, enough to power U.S. cars for 13 The Poisoning of a Mexican Community days, and in order to get it oil companies are willing Mark R. Day. Coalition for Justice in the Maquiladoras. to destroy indigenous cultures and the land they live 1992. 18 min. on. One oil company consultant in the video express- The same economic priorities that produce global es contempt for the very idea of a rainforest: “The sweatshops also produce global cesspools. Stepan jungle is the jungle is the jungle kind of thing.” It’s a Chemical begins as the story of a U.S. chemical corpo- small film about big issues, and my students were ration taking advantage of lax environmental regula- fascinated and outraged. tions and enforcement in Mexico to pollute the air, Amajor theme of Trinkets and Beads is the role of soil, and groundwater of a Matamoros, Mexico evangelical missionaries who, in the words of one of neighborhood — just across the border from them, view the Bible as a tool to “cut though a cul- Brownsville, Texas. We learn, for example, that ture where they never had it.” In the video we see xylene levels in water around the plant are 53,000 missionaries attempt to groom the indigenous times greater than allowable levels in the United Huaorani people for “civilization” and the arrival of States and that babies in Matamoros have been born oil companies. with severe birth defects, a possible result of xylene poisoning. Every time it rains, the water runs out of But we also meet Moi, a Huaorani leader whose elo- the factory into the yards of neighborhood homes quence will stay with students long after the VCR is where kids play. turned off: “We must all be concerned because this is the heart of the world and here we can breathe.” Instead of being just another muckraking tale of cor- Trinkets and Beads features Moi’s stories of Huaorani porate abuse, the video highlights the growing resist- resistance and includes scenes of indigenous people’s ance in Matamoros in alliance with the Texas-based raucous demonstrations in Quito. Its images of envi- Coalition for Justice in the Maquiladoras. The short ronmental violence are indelible, and will infuriate video ends with the defiant words of neighborhood students, but images of defiance should also inspire resident, Ema Mendez: “We’d die first before leav- them. My students watch the video early in the ing. They’re not going to force us out. We were born school year, but by the end of the year it is still vivid here, we grew up here, and we’re not leaving.” But for them, and they use it as a conceptual touchstone as she speaks these words, it appears that the strug- in ongoing conversations about “development” and gle is heating up, so students will want to learn more “progress.” about the current situation.

Amazonia: Voices from the Rainforest. *The Ad and the Ego Rosainés Aguirre and Glenn Switkes. Harold Boihem. California Newsreel, 1996. 60 min. The Video Project. 1991. 69 min. See the article “Masks of Global Exploitation” (p. This is an ambitious and somewhat meandering 300) for ways of working with this essential resource video about the wonders of the Brazilian Amazon — the best video I’ve seen on the nature of advertis- rainforests and the struggle over their future. It lacks ing. Also included on our website (www.rethink- the focused storytelling approach of Trinkets and ingschools.org/rg) are quotes from the video that Beads, but its more comprehensive emphasis is also a can be used with students. strength. By the conclusion, we’ve met indigenous people, rubber tappers, and poor farmers who,

CHAPTER NINE • RESOURCES 367 6 TV Uncommercials and the Culture *Making a Killing: Philip Morris, Kraft, Jammer’s Video and Global Tobacco Addiction Kalle Lasn. Adbusters Media Foundation. 15 min. Kelly Anderson and Tami Gold. INFACT. 2000. 29 min. This valuable resource is a collection of alternative “uncommercials” that prompt us to reflect on funda- Making a Killing highlights the tobacco industry’s mental aspects of North American life. They are despicable practice of marketing to young people — pointed, playful, and profound. One uncommercial concentrating on Philip Morris as one of the most for “American Excess” features an oinking pig pro- egregious offenders. What sets this video apart from truding from a map of North America: “A tiny 5% of other network media fare covering similar ground is the people in the world consume one-third of its that it focuses especially on tobacco marketing resources, and produce almost one-half the non- around the world. Despite attempts by impoverished organic waste. Those people are us. Nothing is countries like Vietnam to ban cigarette advertising, destroying this planet faster than the way we North Philip Morris dances around restrictions by paying Americans live.” attractive young women to dress in short skirts and distribute cigarettes to young men: The first one is Another uncommercial features a bull marauding free — no joke. With the arrival of capitalism and through a china shop. The voice-over: “For years, “free trade,” countries like the Czech Republic have people have defined the economic health of a coun- experienced a 40% rise in the number of 15- and 16- try by its gross national product. The trouble is that year-old smokers. every time a forest falls, the GNP goes up. With every oil spill the GNP goes up. Every time a new As a number of people in the video point out, tobac- cancer patient is diagnosed, the GNP goes up. If co addiction around the world is not only a health we’re to save ourselves, economists must learn to problem, it’s also an economic issue: The profits of subtract.” This segment carries the unfortunate title, tobacco sales are private but the costs of caring for “Voodoo Economics,” borrowing George Bush’s the afflicted are socialized. In poor countries, this racist put-down of Ronald Reagan’s economic poli- gives anti-tobacco organizing special urgency. cies in the 1980 Republican primary campaign. (Why Making a Killing is one of those videos that should be is Voodoo the only belief system considered a syn- seen by every student. onym for “loony”?) Thirty- and sixty-second uncommercials are bound to be limited, but these will encourage students to think critically about the typical TV fare and will suggest possible uncommercials they themselves might want to produce.

*Advertising and the End of the World Sut Jhally. The Media Education Foundation. 1998. 47 min. Sut Jhally is a brilliant analyst of advertising’s deep cultural messages, and the dire ecological effects of a society whose raison d’être is the production of com- modities for profit. Advertising & the End of the World has the feel of an illustrated lecture; it is rich in ideas. But it is dense and academic, and would be difficult to follow for most high school students — and impossible to absorb in one sitting. Nonetheless, it could be used effectively in short segments. Indeed, Jhally’s analysis of advertising is so careful and sys- tematic that the video could serve as a unit outline for the cultural impact of advertising. His discussion of the environmental consequences of advertising, toward the end of the video, is especially enlighten- ing — and frightening.

368 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD VIDEO DISTRIBUTORS Note: All starred videos above are available from the Teaching for Change catalog: www.teachingforchange.org or 800-763-9131.

Cinema Guild National Labor Committee 130 Madison Ave., 2nd Floor 275 Seventh Ave., 15th Floor New York, NY 10016-7038 New York, NY 10001 Tel: 800-723-5522; Fax: 212-685-4717 Tel: 212-242-3002; fax: 212-242-3821; www.cinemaguild.com e-mail: [email protected] www.nlcnet.org. Coalition for Justice in the Maquiladoras 530 Bandera New Yorker Films San Antonio, TX 78228 Tel: 212-247-6110; Fax: (212) 307-7855 Tel: 210-732-8957 e-mail: [email protected] e-mail: [email protected]. www.newyorkerfilms.com

First Run/Icarus Films Paradigm Productions 32 Court Street, 21st Floor www.paradigmproductions.org Brooklyn, NY 11201 Tel: 718-488-8900; Fax: 718-488-8642 PCUN e-mail: [email protected] 300 Young St. www.frif.com Woodburn, OR 97071 Tel: 503-982-0243; fax: 503-982-1031 Friendship Press Videos www.pcun.org Tel: 800-889-5733; www.ncccusa.org (click on Friendship Press) Strategy Center Publications Tel: 213-387-2800; Global Exchange www.busridersunion.org; Global Exchange Online Fair Trade Store www.thestrategycenter.org. 2017 Mission St. #303 San Francisco CA 94110 Transit Media Tel: 800-497-1994 x237 22D Hollywood Ave. [email protected] Hohokus, NJ 07423 http://store.globalexchange.org Tel: 800-343-5540

The International Society UNITE! for Ecology and Culture 1710 Broadway e-mail: [email protected] New York, NY 10019 www.isec.org.uk Tel: 212-265-7000 www.uniteunion.org Maryknoll Sisters P. O. Box 311 The Video Project Maryknoll, NY 10545-0311 Tel: 800-475-2638 Tel: 914-941-7575; Fax: 914-923-0733 www.videoproject.org www.maryknoll.org

Media Education Foundation The Working Group 26 Center St. 1611 Telegraph Ave. # 1550 Northampton, Massachusetts 01060 Oakland, CA 94612 Tel: 800-897-0089 or 413-584-8500 Tel: 510-268-9675 Fax: 800-659-6882 or 413-586-8398 www.theworkinggroup.org e-mail: [email protected] www.mediaed.org

CHAPTER NINE • RESOURCES 369 Books and Curricula for Global Justice Note: All books and curricula that are starred are available from the Teaching for Change catalog, www.teachingforchange.org, or 800-763-9131.

THE GLOBAL ECONOMY: destructive forces. FRAMING THE ISSUES 50 Years is Enough: The Case Against the World Bank and the International Monetary Fund Against Empire edited by Kevin Danaher. Michael Parenti. Cambridge, MA: South End Press, 1994. San Francisco: City Lights Books, 1995. A short but important book that offers a devastating Critical essays on U.S. foreign policy. overview of the negative impact of the debt crisis The Case Against The Global Economy and “structural adjustment programs.” Lots of case edited by Jerry Mander and Edward Goldsmith. studies that could be drawn on for classroom activi- San Francisco: Sierra Club Books, 1996. ties. An impressive collection of essays on all aspects of Global Ethnography: Forces, Connections, globalization from some of the most distinguished and Imaginations in a Postmodern World activists and scholars around. Michael Burawoy, et al., A Citizen’s Guide to Berkeley: University of California Press, 2000. the World Trade Organization A collection of provocative ethnographies which Steven Shrybman. look at the interaction between local struggles and Toronto: James Lorimer and Co. and Canadian Centre for global forces. Policy Alternatives (www.policyalternatives.ca), 1999. Global Village or Global Pillage: Economic A valuable overview of the effects of the World Trade Reconstruction from the Bottom Up Organization and the regime of free trade. Jeremy Brecher and Tim Costello. Corporations Are Gonna Get Your Mama: Cambridge, MA: South End Press, 1994. Globalization and the Downsizing of the Provides a helpful wider framework to consider the American Dream “race to the bottom,” but also focuses on grassroots Kevin Danaher, ed. responses worldwide. Good source of examples and Monroe, ME: Common Courage Press, 1996. quotes to share with students. [See also the video of A collection of short critical essays on globalization the same title.] and resistance. Globalization from Below Democratizing the Global Economy Jeremy Brecher, Tim Costello, and Brendan Smith. Kevin Danaher, ed. Cambridge, MA: South End Press, 2000. Monroe, ME: Common Courage Press, 2001. A useful book to reflect on organizing choices to con- Short articles describe popular challenges to the poli- front globalization from above. cies of the International Monetary Fund and the Globalize This! World Bank. Many of these could be used with stu- The Battle Against the World Trade dents. Organization and Corporate Rule *Eyes of the Heart: Seeking a Path edited by Kevin Danaher and Roger Burbach, for the Poor in the Age of Globalization Common Courage Press, 2000. Jean-Bertrand Aristide. A valuable collection of short readings that capture Monroe: ME: Common Courage Press, 2000. the breadth of the anti-globalization movement that A short but moving book about the plight of the poor coalesced in Seattle in late 1999. in a time of market domination. Clear and brief *Invisible Government: chapters could be used with students. The World Trade Organization — Global *The Field Guide to the Global Economy Government for the New Millennium? Sarah Anderson and John Cavanagh, with Thea Lee. Debi Barker and Jerry Mander. San Francisco: New York: The New Press, 1999. International Forum on Globalization, 1999. Illustrated with charts, graphs, and political cartoons, The best short introduction to the rationale behind this accessible and engaging guide reveals the harm- and the workings of the World Trade Organization. ful effects of corporate-driven globalization. It The authors provide several case studies to highlight explains current trends in the global economy, the their points. driving forces behind globalization, and the organi- zations and individuals working to reverse these

370 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD *No Logo: Taking Aim at the Brand Bullies COLONIAL ROOTS Naomi Klein. OF GLOBAL INEQUALITY New York: Picador, 1999. A lively and wide-ranging book that takes a critical Capitalism and Slavery look at corporate marketing and production strate- Eric Williams. gies. Klein also documents the contradictions of University of North Carolina Press, 1994. many of these corporate policies and how they con- A look at the relationship between the rise of capital- tribute to the growth of opposition movements. ism and the transatlantic slave trade. *A People’s History of the United States The Colonizer and the Colonized Howard Zinn. Albert Memmi. New York: HarperCollins, 1995. Boston: Beacon, 1967. The best single-volume U.S. history. Lays the A classic critical treatise on colonialism. groundwork for understanding the role of the United States in world affairs. Discourse on Colonialism Shifting Fortunes: The Perils of the Aimé Césaire. Growing American Wealth Gap New York: Monthly Review, 1972. A succinct, angry, poetic indictment of colonialism by Chuck Collins, Betsy Leondar-Wright, the Martinique scholar-activist, Césaire. Parts could and Holly Sklar. be used with students. Boston: United For a Fair Economy, 1999. Very readable handbook with many charts and How Europe Underdeveloped Africa graphs showing the increasing wealth divide in the Walter Rodney. Washington, DC: United States. Howard University Press, 1981. *Upside Down: Adetailed and well-documented analysis of the A Primer for the Looking-Glass World impact of European colonialism on Africa. Eduardo Galeano. King Leopold’s Ghost: A Story of Greed, New York: Henry Holt, 2000. Terror, and Heroism in Colonial Africa A funny, brilliant, wide-ranging look at the latest Adam Hochschild. incarnation of globalization. Much of this book New York: Mariner Books, 1998. could be excerpted for classroom use. An in-depth look at the history of colonialism and Views from the South: resistance in central Africa. An excellent book to The Effects of Globalization and complement Barbara Kingsolver’s The Poisonwood the WTO on Third World Countries Bible. edited by Sarah Anderson. No Trespassing: Squatting, Rent Strikes, San Francisco: International Forum on Globalization, and Land Struggles Worldwide 1999. Anders Corr. Defenders of corporate globalization are fond of crit- Cambridge, MA: South End Press, 1999. icizing opponents as ex-hippies and “paid union A fine account of struggles throughout the world, activists,” and claim that people in the Third World from the homeless of New York City’s Tompkin are hungry for more not less globalization. Here is a Square to the agricultural workers on Chiquita book that presents essays by such prominent Third banana plantations in Honduras. Several uplifting World scholar-activists as Vandana Shiva, Walden stories worth sharing with students. Excellent bibli- Bello, Martin Khor and Oronto Douglas that reveal ography. the concrete effects of capitalist globalization. *Open Veins of Latin America: Five *The War on the Poor Centuries of the Pillage of a Continent Randy Albelda, Nancy Folbre, and the Eduardo Galeano. Center for Popular Economics. New York: Monthly Review Press, 1998. New York: New Press, 1996. The classic indictment of imperialism in the Areadable description of how current U.S. welfare Americas. policy harms the poor and doesn’t eliminate domes- School of Assassins tic poverty. Great graphics, classroom-friendly. Jack Nelson-Pallmeyer. Maryknoll, NY: Orbis Books, 1997. Presents the case for closing the School of the Americas, which trains military officers from coun- tries of Latin America, some of whom have been implicated in torture and suppression of people’s movements in their country.

CHAPTER NINE • RESOURCES 371 Stolen Continents: The “New World” how activists, workers, and community leaders have Through Indian Eyes Since 1492 fought against runaway shops. Ronald Wright. The Sneaker Book: New York: Viking, 1992. Anatomy of an Industry and an Icon An examination of the “discovery,” resistance, and Tom Vanderbilt. rebirth of five major Native nations: Aztec, Maya, New York: New Press, 1998. Inca, Cherokee, and Iroquois. Loads of information on one of the most important What Do You Know About Racism? clothing items for kids. Pete Sanders and Steve Meyers. Sweatshop Warriors: Immigrant Women Copper Beach Books, 1995. Workers Take on the Global Factory A children’s book from England that directly Mirriam Ching Yoon Louie. addresses racism with clear definitions and realistic Cambridge, MA: South End Press, 2001. comic strips. Gr. 4/up. A richly detailed book describing the strategies of sweatshop workers to challenge oppressive condi- GLOBAL SWEATSHOPS tions. Many of these stories could be used with stu- dents or drawn upon to create engaging lessons. Behind the Swoosh: The Struggle of With These Hands: The Hidden World Indonesians Making Nike Shoes of Migrant Farm Workers Today edited by Jeff Ballinger and Claes Olsson. Daniel Rothenberg. Upsalla, Sweden: Global Publications Foundation, 1997. New York: Harcourt Brace, 1998. A collection of articles and documents about Nike. Areadable documentation of the U.S. farm labor sys- The Global Factory: Analysis tem through the voices of workers, growers, union and Action for a New Economic Era organizers, farm worker families and others. Rachael Kamel. Philadelphia: American Friends Service Committee, 1990. CHILD LABOR A bit dated, but offers still-useful short examples about the effects of globe-trotting factories and the Cheap Raw Materials: How the Youngest variety of ways people resist. Workers are Exploited and Abused The Maquiladora Reader: Milton Meltzer. Cross-Border Organizing Since NAFTA New York: Viking, 1994. A fine history of child labor in the United States and Rachael Kamel and Anya Hoffman, eds. how the problem persists today. Gr. 5/up. Philadelphia: American Friends Service Committee, 1999. A collection of articles and resources describing the Child Labor: A Selection of Materials heroic story of how maquiladora workers have organ- on Children in the Workplace ized. compiled by the American Federation of Teachers, No Sweat: Fashion, Free Trade and the International Affairs Dept., 555 New Jersey Ave. NW, Rights of Garment Workers Washington, DC 20001-2079 ([email protected]) (single copy, $1). Andrew Ross, ed. Includes a number of articles that could be useful New York: Verso, 1997. with students, e.g., “Child Labor in Pakistan,” by Acreative collection of photos, writings, and statis- Jonathan Silvers; and “Six Cents an Hour,” by tics on the status of garment workers in the United Sydney Schanberg. States and abroad. Reclaiming America: Nike, Clean Air, and Child Labor: A World History Companion the New National Activism Sandy Hobbs, Jim McKechnie, and Michael Lavalette. Santa Barbara, CA: ABC-CLIO, 1999. Randy Shaw. A one-volume encyclopedia on child labor organized Berkeley, CA: University of California Press, 1999. alphabetically. Good library resource. Recounts how popular activism has played a crucial role in raising awareness about sweatshop abuses Child Labor in America around the world. Juliet Mofford, ed. Runaway America: Carlisle, MA: Discovery Enterprises, Ltd. 1997. U.S. Jobs and Factories on the Move Ashort collection of first person and primary source material on child labor. 4th grade and up. Harry Browne and Beth Sims. Albuquerque, NM: Resource Center Press, 1993. A Children’s Chorus: Celebrating the 30th Provides an overview of the history and economics anniversary of the Universal Declaration of of the phenomenon of corporations moving opera- the Rights of the Child tions outside of the U.S. Also provides case studies of by UNICEF. [See “Picture Books.”]

372 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD Exploitation of Children led by Mother Jones in which children marched from Judith Ennew. from Kensington, PA to Oyster Bay, New York. Austin, TX: Raintree Steck-Vaughn, 1997. Quality photos and inspirational quotes from Mother An internationalist perspective that describes both Jones. Gr. 5/up. the conditions and types of child exploitation along We the Children with efforts by people organizing against it. UNICEF. Iqbal Masih and the New York: W.W. Norton & Co., 1990. Crusaders Against Child Slavery Photographs by the world’s leading photojournalists Susan Kuklin. show diverse children at play, school, work, and rest. New York: Henry Holt and Company, 1998. An excellent biography that sets the short life of JUST FOOD?/CULTURE, POWER Iqbal Masih in the context of the historic struggle AND THE ENVIRONMENT against child labor. Gr. 5/up. Kids at Work: Lewis Hine and Against the Grain: Biotechnology and the the Crusade Against Child Labor Corporate Takeover of Your Food Russell Freedman. Marc Lappé and Britt Bailey. New York: Clarion Books, 1994. Monroe, ME: Common Courage Press, 1998. An impressive collection of Hine’s photos and an This book focuses especially on Monsanto to evalu- accessible description of his life work. Students will ate the corporate claims for the benefits of genetically be amazed by his photographs. engineered food. Listen to Us: The World’s Working Children Ancient Futures: Learning from Ladakh Jane Springer. Helena Norberg-Hodge. Toronto: Groundwood Books, 1997. San Francisco: Sierra Club Books, 1991. A beautifully done book with impressive photos that Tells the story of Ladakh in northern India to high- clearly lays out the story of child labor in the world light the way in which development is destroying and how people are fighting against it. ecologically viable indigenous cultures. See also the Mother Jones and video Ancient Futures, an important classroom the March of the Mill Children resource. Penny Colman. Biopiracy: Brookfield, CN: Millbrook Press, 1994. The Plunder of Nature and Knowledge A story book with quality photos that tells of the his- Vandana Shiva. toric march against child labor in 1903. Cambridge, MA: South End Press, 1997. One Day We Had to Run A passionate but scholarly denunciation of the West’s Sybella Wilkes. plunder of Third World biodiversity. Brookfield, CN: Millbrook Press, 1994. The Fate of the Forest: Developers, Child refugees from Sudan, Somalia, and Ethiopia Destroyers and Defenders of the Amazon tell their stories in words and paintings. Susanna Hecht and Alexander Cockburn. Stolen Dreams: New York: Harper Perennial, 1994. Portraits of Working Children An important overview of the social and ecological David Parker. dynamics of rainforest destruction and resistance. Minneapolis, MN: Learner Publications Co., 1998. Helpful appendices — interviews, manifestos, truths Striking black and white photos of children working and myths, etc. — that could be excerpted for stu- throughout the world. Accompanying text includes dents. many primary sources with children describing their A Green History of the World: working conditions, struggles and dreams. The Environment and the Collapse Voices from the Fields: Children of of Great Civilizations Migrant Farm Workers Tell Their Stories Clive Ponting. S. Beth Atkin. New York: Penguin, 1991. Boston: Little, Brown, and Co., 1993. A history book that pays especially close attention to Interviews and photographs that describe the reality the effects of colonialism and neo-colonialism on the of child labor in American fields. earth and the indigenous people who depend on it. We Have Marched Together: The Working Children’s Crusade Stephen Currie. Minneapolis, MN: Learner Publications, 1997. A description of the 1903 march against child labor

CHAPTER NINE • RESOURCES 373 In the Absence of the Sacred: *Stolen Harvest: The Failure of Technology and The Hijacking of the Global Food Supply the Survival of the Indian Nations Vandana Shiva. Jerry Mander. Cambridge, MA: South End Press, 1999. San Francisco: Sierra Club Books, 1991. Details the impact of the increasing corporate control Mander is director of the International Forum on over the world’s food supply. An important and dev- Globalization. In this book, he offers a powerful cri- astating critique. tique of cultures based on modern technologies, and World Hunger: Twelve Myths argues that these technologies are not politically neu- Francis Moore Lappé, Joseph Collins tral. Mander explores the negative consequences and Peter Rosset. when these imperialistic cultures collide with indige- New York: Food First/Grove, 1998. nous cultures. This book marches through the most widely held The No-Nonsense Guide myths about why people are hungry around the to Climate Change world, and punctures them one by one. The authors Dinyar Godrej, ed. argue that overpopulation, lack of technology, or fail- Toronto: New Internationalist, 2001. ure to apply modern farming techniques, are not to A short, readable summary of the causes and conse- blame for hunger. The issue is how land is owned and quences of global warming, focusing on human controlled — too much marketplace, not enough health, farming, and wildlife. democracy. Power Politics The World is Not for Sale: Arundhati Roy. Farmers Against Junk Food Cambridge, MA: South End Press, 2001. José Bové and François Dufour. Arundhati Roy writes passionately about a range of New York: Verso, 2001. issues in this book of essays, but especially about the Interviews with French farmer José Bové, a prominent politics of dams in India — which Roy sees as activist against corporate-driven globalization of food, metaphor for the consequences of “development” and François Dufour, General Secretary of the French worldwide. Farmers’ Confederation. Redesigning Life? The Worldwide Challenge to Genetic Engineering CURRICULA/REFERENCE BOOKS Brian Tokar, ed. New York: Zed, 2001. *The A to Z of World Development Perhaps the best critical overview to the genetic engi- edited by Andy Crump and Wayne Ellwood. neering debates, featuring the most prominent schol- The New Internationalist, 1998. ar-activists. A valuable reference book for student research. It Resource Rebels: Native Challenges includes over 600 entries on key terms and concepts to Mining and Oil Corporations for understanding global issues. Al Gedicks. *Beyond Heroes and Holidays Cambridge, MA: South End Press, 2001. edited by Deborah Menkart, Enid Lee, Gedicks chronicles transnational indigenous move- Margo Okazawa-Rey. ments that oppose mining and oil company exploita- Washington DC: NECA, 1998. tion. These are some of the most important struggles A compilation of teaching and staff development on the planet. activities that emphasize anti-racist, social justice *Savages approaches. Joe Kane. *Caribbean Connections New York: Vintage Books, 1996. edited by Catherine Sunshine. A fast-paced account of the invasion of the Oriente Washington, D.C: Network of Educators on the rainforest in eastern Ecuador by U.S.-based oil com- Americas/EPICA, 1991. panies and the resistance of Huaorani Indians. Much Stories, interviews, songs, drama, and oral histories, of it is suitable for high school use. accompanied by lesson plans for secondary language Save My Rainforest arts and social studies. Separate volumes on Puerto Monica Zak. Wonderful illustrations by Rico, Jamaica, Regional Overview, and Moving North. Bengt-Arne Runnerström. *Child Labor is Not Cheap (Available also in Spanish and Swedish). 1992. Amy Sanders and Meredith Sommers. True story of a young boy who leads a mass march Minneapolis: Resource Center of the Americas, 1997. to save the rainforest of his country. Athree-lesson unit for grades 8-12 on the 250 million children throughout the world who spend most of their day on the job.

374 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD *Colonialism in the Americas: *The Power in Our Hands: A Critical Look A Curriculum on the History of Work and Colonialism in Asia: A Critical Look and Workers in the United States Susan Gage. Bill Bigelow and Norm Diamond. Victoria, British Columbia: VIDEA, 1991. New York: Monthly Review, 1988. Accurate descriptions of colonialism in an easy to Awidely used curriculum on labor history. Role read, comic book format. Through dialogue and car- plays, simulations, first-person readings, and writing toons, each booklet traces the development of colo- activities help students explore issues of work and nialism and its legacy. Teaching ideas are included in social change. each volume. *Resistance in Paradise: *Finding Solutions to Hunger: Rethinking 100 Years of U.S. Involvement Kids Can Make a Difference in the Caribbean and the Pacific Stephanie Kempf. edited by Deborah Wei and Rachael Kamel. New York: World Hunger Year, 1997. Philadelphia: American Friends Service Committee, 1998. Engaging, interactive and challenging lessons for mid- In 1898, the United States annexed the Pacific Islands dle school, high school and adult education on the of Guam, Hawai’i, and Samoa, as well as Cuba, roots of, and solutions to domestic and global hunger. Puerto Rico, and the Philippines. These major events Examines colonialism, the media, famine vs. chronic in U.S. history are barely mentioned in school text- hunger, the working poor and more. books. Resistance in Paradise fills the gap with over 50 Human Rights for Children lesson plans, role plays and readings for grades 9-12. The Human Rights for Children Committee *Rethinking Columbus: of Amnesty International USA. The Next 500 Years Alameda, CA: Hunter House, 1992. edited by Bill Bigelow and Bob Peterson. A curriculum for teaching human rights to children Milwaukee, WI: Rethinking Schools, 1998. ages 3 to 12. A collection of over 80 essays, poems, short stories, Human Rights Here and Now: interviews and lesson plans that re-evaluate the lega- Celebrating the Universal Declaration cy of Columbus. of Human Rights *Rethinking Globalization: a publication of The Human Rights Educators’ Network of Teaching for Justice in an Unjust World Amnesty International USA, Human Rights USA, and the edited by Bill Bigelow and Bob Peterson, Stanley Foundation, 1998. Milwaukee, WI: Rethinking Schools, 2002. (To order contact: Human Rights USA Resource Center, The most comprehensive volume of background read- 888-HREDUC8 or [email protected]; ings, from-the-classroom articles, role plays, lesson website: www.hrusa.org.) plans, poetry, interviews, and resources, on teaching A collection of background articles and lesson activi- about globalization. ties for teaching kindergarten through high school *Rethinking Our Classrooms, Volume 1: students about human rights. Don’t be discouraged Teaching for Equity and Justice by the labored rationale for human rights education; many of the activities and resources are excellent. edited by Bill Bigelow, Linda Christensen, Stan Karp, Barbara Miner, and Bob Peterson. *Open Minds to Equality: A Sourcebook Milwaukee, WI: Rethinking Schools, 1994. of Learning Activities to Affirm Diversity A collection of lessons, reflections, poems, and and Promote Equity (second edition) resources for social justice teaching. Nancy Schniedewind and Ellen Davidson. *Rethinking Our Classrooms, Volume 2: Boston: Allyn and Bacon, 1998. Teaching for Equity and Justice This resource inspires teachers to teach for justice and provides classroom-ready ideas that work. The les- edited by Bill Bigelow, Brenda Harvey, Stan Karp, and Larry Miller. sons integrate various curricular areas and are pre- Milwaukee, WI: Rethinking Schools, 2001. sented in a sequential fashion. Includes an excellent Extends and deepens many of the themes introduced resource bibliography. in Rethinking Our Classrooms, Volume 1, which has *Peters Projection World Map sold more than 100,000 copies. Practical from-the- New York: Friendship Press. classroom stories from teachers about how they teach This is a map, not a curriculum, but it comes with a for social justice. teaching guide. It presents all countries according to their true size. Traditional Mercator projection maps distort sizes, making Europe appear much larger than it actually is.

CHAPTER NINE • RESOURCES 375 *Seeing Through Maps: The Power of *The World Guide: An Alternative Images to Shape Our World View Reference to the Countries of Our Planet Ward Kaiser and Denis Wood. compiled by the Third World Institute. Amherst, MA: ODT, 2001. The New Internationalist, 2000. Aprovocative book to get students thinking critically Profiles the countries of the world, but in addition to about the politics of how the world is represented in including standard information about history and maps. politics, it also addresses the environment, women’s 75/25: Development in an roles, human rights, militarism, etc. Increasingly Unequal World edited by Colm Regan FICTION Birmingham, England: The Development Education Centre. [Gillett Centre, 998 Bristol Road, Selly Oak, All Souls Rising Birmingham, England B29 6LE.], 1996. Madison Smartt Bell. Contains many lessons that examine inequalities New York: NY Penguin Books, 1995. between the global North and the South. A powerful novel of the 1790s Haitian slave rebellion Sweatshop Series which explores issues of class, color, and freedom. Susan Gage, Richard Morrow and Stacey Toews. Victoria, Buru Quartet British Columbia: VIDEA, 2001. Pramoedya Ananta Toer. This series includes three short booklets — New York: Penguin, 1996. Sweatshops: Clothes; Barbie’s Trip Around the World; (A four book set: This Earth of Mankind, Child of All and Behind the Swoosh: Facts about Nike — along with Nations, Footsteps, and House of Glass.) Sections of with a 44-page teaching guide for the entire series. each could be used with high school students. The This is a valuable resource, with lots of helpful teach- four books chronicle the effects — economic, cultur- ing ideas. al, psychological — of Dutch colonial rule in the *Teaching Economics As If People then-Dutch East Indies (now Indonesia), and the Mattered: A High School Curriculum Guide growing anti-colonial movements that grew up in to the New Economy response. Tamara Sober Giecek. Chain of Fire United for a Fair Economy, 2000. Beverley Naidoo. Field-tested by high school teachers, this innovative New York: HarperTrophy. 1993. economics curriculum looks at the human implica- Fifteen-year-old Naledi fights against resettlement of tions of economic policies. her village under the apartheid South African gov- *That’s Not Fair: A Teacher’s Guide ernment. (Sequel to Journey to Jo’Burg.) Gr. 6/up. to Activism with Young Children Charlie Pippin Ann Pelo and Fran Davidson. Candy Dawson Boyd. St. Paul, MN: Redleaf Press, 2000. New York: Puffin, 1988. Children have a sense of what’s fair and what’s not. Charlie, an African-American 11-year-old girl, gets in This book helps teachers learn to use this characteris- trouble for setting up an illegal store in her school. tic to develop children’s belief that they can change But her real trouble revolves around understanding the world for the better. Includes real-life stories of her Vietnam War veteran father. When she sets up a activist children, combined with teachers’ experi- “war and peace” committee in school she begins to ences and reflections. Original songs for children and understand a lot. Gr. 5/up. a resource list for both adults and children. *Color of My Words *A Very Popular Economic Education Lynn Joseph. Sampler New York: HarperCollins, 2000. The Highlander Research and Education Cente,. 1997. A beautifully written book from the perspective of Skits, role plays, group-building activities and meth- Ana Rosa Hernandez, a poor 12-year old girl in the ods for identifying and analyzing issues. Domincan Republic, who loves to write but must The Universal Declaration of Human steal paper to be able to do so. When the government Rights: An Adaptation for Children threatens to bulldoze her village to expand the Ruth Rocha and Otavio Roth. tourist trade, Ana’s family and her community must New York: United Nations, 1995. come together for a life-threatening struggle. A concise description of both the origins and content Gr. 5/up. of the Declaration. Simple yet well-illustrated.

376 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD David Copperfield Because Galeano uses short vignettes to illustrate dif- Charles Dickens. (various imprints), 1850. ferent episodes, sections of the books are especially The classic novel on child labor in industrial well-suited to classroom use. England. My Name is Maria Isabel Eating Fire, Drinking Water Alma Flor Ada. Arlene Chai. New York: Atheneum, 1993. New York: Ballantine, 1998. For Maria Isabel Salazar Lopez, the hardest thing Set in the Philippines at the time of the fall of the about being the new girl in school is that the teacher Marcos regime, a reporter investigates a student doesn’t call her by her real name. Named for her demonstration in which the army killed an unarmed Papa’s mother and for Chabela, her beloved Puerto man. She discovers much — not only about the Rican grandmother, Maria Isabel must find a way to unfolding revolution, but of her own personal past. make her teacher understand that if she loses her A multi-layered, powerful work. name, she’s lost an important part of herself. Gr. The Farming of Bones 3/up. Edwidge Danticat. My Name is Not Angelica New York: Penguin, 1998. Scott O’Dell. Haitian writer describes the events in the Dominican New York: Dell Publishing, 1989. Republic of 1937, when a nationalist uprising on the A fictionalized account of an enslaved 16-year-old part of Haitian workers resulted in a little-known who risks her life for others. Set in the context of the massacre. 1733 slave rebellion on St. John Island in the Grab Hands and Run Caribbean. Gr. 5/up. Frances Temple. My Year of Meats New York: HarperTrophy, 1992. Ruth L. Ozeki. Set during the civil war in El Salvador, a family flees New York: Penguin Books, 1998. north to escape the government soldiers. Gr. 4/up. A humorous but biting tale about two women — one A Hand Full of Stars Japanese, one Japanese-American — and the produc- tion of a TV series about meat in the United States. In Rafik Schami. a cross-cultural way, the novel addresses issues of the New York: Puffin, 1990, role of media, the impact of a meat culture on health A first-person account of a teenage boy who keeps a and environment, and gender bias. Mature high journal and becomes increasingly angry with the school students. repressive Syrian government, which arrests and tor- tures his father. The boy embarks on a dangerous Naming the Spirits mission of publishing an underground newspaper. Lawrence Thornton. Gr. 6/up. New York: Doubleday, 1995. Journey to Jo’Burg A lyrical story told through the eyes of a survivor of a massacre of the Argentina military junta. Hgh school. Beverley Naidoo. New York: HarperTrophy, 1986. Nectar in a Sieve When her sister becomes ill, Naledi and her younger Kamala Markandaya. brother travel to Johannesburg, looking for their New York: New American Library, 1990. mother. Through people they meet, they discover the The story of Rukmani, a peasant in an Indian village painful reality of apartheid. Gr. 4/up. who is forced to marry at age 12. Her village suffers from hunger, pollution, and other ills of industrializa- Lyddie tion. Though hunger and despair dominate much of Katherine Paterson. village life, Rukmani’s struggle for survival generates New York: Puffin, 1994. hope. Gr. 9/up. Set in an east coast mill town in the 1880s. A Vermont farm girl confronts family problems and *The Other Side of Truth horrible working conditions. Inspiring historical fic- Beverley Naidoo. tion. Gr. 5/up. New York: HarperCollins, 2001. Set in Lagos, Nigeria, after the execution of environ- Memory of Fire mental activist Ken Saro-Wiwa. Twelve-year-old Sade Eduardo Galeano. must flee with her younger brother. Her mother is New York: W.W. Norton & Co., 1998. murdered by the military dicatorship and her journal- (A trilogy: Genesis, Faces and Masks, and Century of ist father is being persecuted. Sade and her fifth grade the Wind.) brother arrive in London and face the double difficul- A brilliant and poignant overview of European colo- ties of being refugees and dealing with their father’s nialism, neo-colonialism, and indigenous resistance. imprisonment. Gr. 6/up.

CHAPTER NINE • RESOURCES 377 Petals of Blood PICTURE BOOKS FOR ALL GRADES Ngugi Wa Thiong’o. New York: E.P. Dutton, 1978. America is Her Name An anti neo-colonial novel about the erosion of tradi- Luis Rodriguez. tional life in Kenya after “independence.” Skilled San Francisco: Curbstone Press, 1998. high school readers. A young Latina immigrant in Chicago searches for a The Poisonwood Bible place of belonging. (Available in Spanish, La Llaman Barbara Kingsolver. America.) New York: Harper Perennial, 1998. A Children’s Chorus: Celebrating the Set against the arrival of independence in the former Belgian Congo, this novel follows the story of mis- 30th anniversary of the Universal sionary parents and their four daughters who try to Declaration of the Rights of the Child “convert the natives” of an African village. An ele- UNICEF. New York: E.P. Dutton, 1989. Beautifully gantly written critique of colonialism in its many illustrated picture book summarizes the 1959 incarnations. High school. Declaration of the Rights of the Child which speaks to issues of nutrition, housing, recreation, and med- A Small Place ical services as well as freedom from discrimination, Jamaica Kincaid. special attention for the handicapped, and the right New York: New American Library, 1985. to be treated equally regardless of income. An angry and beautifully written denunciation of colonialism and its corrupt aftermath in a Caribbean The Composition island nation. (See p. 54.) High school. Antonio Skarmeta. Groundwood Books, 2000. *Taste of Salt: A Story of Modern Haiti This picture book views a Latin American dictator- ship through the eyes of a nine-year old boy. He has Frances Temple. to confront issues of living in a police state. New York: Harper Trophy, 1992. A gripping novel about politics in contemporary A Country Far Away Haiti as told through the voices of an injured mem- Nigel Gray and Philippe Dupasquier. ber of Jean-Bertrand Aristide’s election team and a New York: Orchard Books, 1988. young man assigned to record his story. Gr. 6/up. A double set of stylized drawings contrasts the daily Things Fall Apart life of an agricultural African village and a white suburb in the United States. Chinua Achebe. New York: Prentice-Hall, 1994. The classic tale of For Every Child: The U.N. Convention on Nigerian tribal life before and after European colo- Rights of the Child in Words and Pictures nialism. A short, powerful tragedy that examines the Caroline Castle (text adaptation), impact of European economic and cultural domina- forward by Archbishop Desmond M. Tutu. tion on traditional life in Nigeria. High school. New York: Phyllis Fogelman Books, 2001. A beautifully illustrated description of the key com- Tonight, by Sea ponents of the U.N. Convention. Frances Temple. New York: HarperTrophy, 1997. From Slave Ship to Freedom Road, Set in Haiti in 1993 after the military coup that oust- Julius Lester, paintings by Rod Brown. ed President Aristide. Young Paulie and her uncle New York: Puffin Books, 1998. and grandmother make preparations to leave their A beautifully illustrated book that presents the slave homeland by boat. They must deal with the macoutes experience — from auction block to emancipation. — government thugs — who come with guns and *The Long March: knives and try to stop them. A stirring account of an A Famine Gift for Ireland, escape to freedom. Gr. 4/up. Marie-Louise Fitzpatrick and Gary WhiteDeer. Hillsboro, Widows OR: Beyond Words Publishing, 1998. Ariel Dorfman. Based on a true story of solidarity, this picture book New York: Penguin, 1983. for all ages tells of the Choctaws in 1847 who collect- A moving tale of how widows, mothers, daughters ed $170 from their meager savings for the people of and lovers mourn the loss of their “disappeared” Ireland during the Potato Famine. The story’s pro- loved ones. High school. tagonist, Choona, a young Choctaw, grapples with whether he is willing to extend help to a group of Europeans after the pain his own family has experi- enced.

378 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD The Middle Passage, Save My Rainforest, Tom Feelings. Monica Zak. Illustrations by Bengt-Arne Runnerström. New York: Dial Books for Young Readers, 1995. (Also available in Spanish and Swedish.) Volcano, CA: A dramatic set of drawings depicting the horror of Volcano Press, 1992. the Middle Passage and the resistance of enslaved True story of a young boy who leads a mass march Africans. to save the rainforest in Chiapas, Mexico. Wonderful The People Shall Continue, illustrations. Simon Ortíz, illustrated by Sharol Graves. Stolen Spirit, Emeryville, CA: Children’s Book Press, 1987. Peter Hays and Beti Rozen, illustrated by Graça Lima. An epic story of Native American peoples extending Fort Lee, NJ: Sem Fronteiras Press, 2001. from the creation to modern times. A “teaching One interpretation of how a Native boy might have story” of destruction, fightback, and survival. reacted to the first encounter in 1500 with The People Who Hugged Trees, Portuguese explorers who chop down trees that the boys’ people think are sacred. Beautifully illustrated. adapted by Deborah Lee Rose, illustrated by Birgitta Säflund. Niwott, CO: Roberts Rinehart, 1990. *The Streets Are Free (La calle es libre), An environmental folk tale based on the legend from Kurusa. India in which Amrita Devi and several hundred vil- Scarsborough, Ontario: Firefly Books, 1981. lagers gave up their lives while protecting the forest. A delightful story about how a group of children in a This struggle continues today in the form of the Caracas, Venezuela slum struggle to get a park. Chipko “Hug the Tree” Movement whose members *Talking Walls: The Stories Continue, support nonviolent resistance to tree cutting. Margy B. Knight and Anne S. O’Brien. *The Red Comb, Gardiner, ME: Tilbury House, 1996. Fernando Pic, illustrated by María Antonia Ordez. Illustrations and text tell the stories of walls, and the Ri Piedras, Puerto Rico: Ediciones Huracán, 1991. people they divide, throughout the world. Includes (Also available in Spanish.) the stories of Chinese detainees who wrote poetry on In a story set in Puerto Rico, two women conspire to the walls of Angel Island, children who wrote poetry save a young woman from a slave catcher. Based on on the fence around the home of Pablo Neruda in historical documents, this beautifully illustrated Chile, children who created a garden in Philadelphia book brings to children another aspect of the strug- from an abandoned lot and painted a mural on the gle against slavery in the Americas. surrounding wall, children in Belfast who are divid- Rose Blanche, ed by a wall constructed by the army in the 1970s, and more. Christopher and Roberto Innocenti.Translated from Italian by Martha Coventry and Richard Graglia. The Universal Declaration of Human Mankato, MN: Creative Education, 1985. Rights: An Adaptation for Children During World War II a young girl shows courage in Ruth Rocha and Otavio Roth. the face of injustice when she takes food to the pris- New York: United Nations, 1995. oners of a concentration camp. Aconcise description of both the origins and content The Sad Night: The Story of of the Declaration. Simple yet well-illustrated. an Aztec Victory and a Spanish Loss, Sally Schofer Mathews. Boston: Clarion Books, 1994. A vivid description of “La Noche Triste” — June 30, 1520 — when the Aztecs fought off the invading Spaniards in their great city of Tenochtitlán. An after- word explains how a year later Cortés laid seige to the city and finally defeated the Aztecs.

CHAPTER NINE • RESOURCES 379 Journals for Global Justice Many of the organizations listed earlier have their own newsletters or journals that may not be listed in this section. Unless otherwise indicated, the addresses below are editorial offices. We have not included subscription prices because these change frequently. Visit a particular journal’s website to learn subscription information and address.

ColorLines Magazine In These Times www.arc.org. www.inthesetimes.com. 1322 Webster St., Suite 402, Oakland, CA 94612; 2040 N. Milwaukee Ave., Chicago, IL 60647; tel.: 510-465-9577; fax: 510-465-4824. Published quar- tel.: 773-772-0100; fax: 773-772-4180; terly by the Applied Research Center. An award-win- e-mail: [email protected]. ning magazine that covers race, culture, and commu- A bi-weekly news magazine that promotes an anti- nity organizing, with a particular focus on issues that corporate perspective on national and international affect communities of color. ARC’s website is excel- issues and “opposes the tyranny of marketplace val- lent — well worth a visit. ues over human values.” An important source for Dollars and Sense alternative news and analysis on global issues. Its website is searchable. www.dollarsandsense.org. 740 Cambridge St., Cambridge, MA 02141-1401; tel.: Labor Notes 617-876-2434; fax: 617-876-0008; www.labornotes.org. e-mail: [email protected]. 7435 Michigan Ave., Detroit, MI 48210; A vital resource for teachers, Dollars and Sense is a tel.: 313-842-6262; fax: 313-842-0227. clearly written bi-monthly magazine that explains A monthly magazine of news and analysis dealing the workings of the U.S. and global economies to with on-going labor union and rank-and-file activi- non-economists. Short articles are useful for class- ties. It describes itself as “a place to learn about the room use. The website includes current articles and struggles, strategies, and solutions within the labor an archive of past issues. Dollars and Sense also pub- movement today.” Labor Notes also publishes books lishes anthologies that repackage some of the most and sponsors forums. Its website is searchable. useful articles from back issues. Middle East Report The Ecologist www.merip.org. www.theecologist.org. 1500 Massachusetts Ave. NW, Suite 119, Washington, Subscriptions and back issues: DC 20005; P.O. Box 326, Sittingbourne, Kent ME9 8FA, U.K.; tel: 202-223-3677; fax: 202-223-3604. tel.: +44 -0-1795 414963; [email protected]. MERIP is a venerable organization that has been Published monthly, this is an outstanding journal offering astute analyses of events in the Middle East that challenges basic assumptions about “develop- since 1971. Its value was proved once again in the ment,” “progress,” and “growth.” The Ecologist fea- wake of September 11, 2001, when its journal and tures important articles that can help students and website were essential sources for making sense out teachers consider the environmental consequences of of the global crisis. globalization. Many past articles are archived on Monthly Review their website. www.monthlyreview.org. Extra! 122 W. 27th St., New York, NY 10001; www.fair.org. tel: 212-691-2555; Fairness and Accuracy in Reporting, Fair/Extra! e-mail: [email protected]. Subscription Service, P.O. Box 170, Thoughtful socialist monthly journal that looks at Congers, NY 10920; 800-847-3993. international issues from a Marxist point of view. Editorial office: 130 West 25th Street, New York, NY Monthly Review regularly publishes important analy- 10001; tel.: 212-633-6700; fax 212-727-7668; ses of global issues. MR is also one of the most e-mail: [email protected]. important U.S. publishers of progressive books. An excellent magazine that “unmasks the lies, distor- Multinational Monitor tions, and omissions of the establishment media.” Great for teaching ideas. Their website offers addi- www.essential.org/monitor. 1530 P St. NW, Washington, DC 20005; tional articles, reports, archives of back issues as well tel.: 202-387-8030; fax: 202-234-5176; as FAIR’s weekly radio show, CounterSpin. e-mail: [email protected]. Multinational Monitor tracks corporate activity, espe- cially in the Third World, focusing on the export of hazardous substances, worker health and safety,

380 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD labor union issues and the environment. The website by Howard Zinn, Barbara Ehrenreich, et al., analyti- announces that it is the internet’s “most comprehen- cal articles, interviews, reviews, and reports on sive database on the activities of multinational cor- activism. porations.” Race & Class NACLA Report on the Americas www.irr.org.uk. www.nacla.org. Subscription info: Sage Publications NACLA (North American Congress on Latin America), (www.sagepub.co.uk), 6 Bonhill St., London, 475 Riverside Dr., Suite 454, EC2A 4PU, UK; tel.: 44-0-20-7374-0645. New York, NY 10115; tel: 212-870-3146; Race & Class describes itself as a “journal for black fax: 212-870-3305; e-mail: [email protected]. and Third World liberation,” and is published quar- NACLA publishes a bimonthly magazine Report on terly by the Institute of Race Relations in Great the Americas, which is the most widely read English Britain. This is a hard-to-find but extraordinary jour- language publication on Latin America. Excellent, nal that uses race and class as lenses to analyze glob- hard-to-find analyses. al issues of all kinds, from immigration to the Third The Nation World debt crisis to popular culture. The Institute of Race Relations website (www.irr.org.uk) is search- www.thenation.com. able and features a number of articles from back 33 Irving Place, New York, NY 10003; issues. tel.: 212-209-5400; e-mail: [email protected]. An important progressive weekly that covers a host Rethinking Schools of domestic and international issues. Excellent www.rethinkingschools.org. columnists include Alexander Cockburn, Katha Pollit 1001 E. Keefe Ave., Milwaukee, WI 53212; and Patricia Williams. The website is comprehensive. tel.: 414-964-9646; fax: 414-964-7220; The New Internationalist e-mail: [email protected]. Rethinking Schools is a quarterly journal produced www.newint.org. largely by classroom teachers with a focus on social U.S. subscriptions: P.O. Box 1143, Lewiston, NY 14092; justice and equity. The journal regularly publishes tel.: 800-661-8700. articles on teaching global issues from a social justice A fine monthly magazine that deals with internation- perspective. The website contains this entire resource al issues from the perspective of the poor and list with all addresses hot-linked, so all you need to oppressed. An essential journal for a classroom or do is click on them and you are taken to each site. school library. Their website includes a section on The website also features a number of additional teaching global issues, and also includes lessons articles on teaching about globalization, including specifically written for learners of English as a sec- further resou ond language. Our Schools/Our Selves rces and lesson plans that are mentioned in this www.policyalternatives.ca. book. Subscription info: Canadian Centre for Policy Third World Resurgence Alternatives; www.twnside.org.sg. 410-75 Albert St., Ottawa, ON, Canada, K1P 5E7; Third World Network, 228 Macalister Rd., tel.: 613-563-1341; fax: 613-233-1458. 10400 Penang, Malaysia; Our Schools/Our Selves publishes valuable articles on tel.: 60-4-226-6728; e-mail: [email protected]. an array of education issues, including: environmen- Third World Resurgence is a monthly magazine that tal activism; feminism; commercialism in schools; features valuable articles on global economic issues labor, education and the arts; stratification of schools; from Third World perspectives. Its website is an schools and social justice; and teaching for democrat- online center for reports, books, and other resources ic citizenship. OS/OS is especially alert to the inter- on North/South issues. section of schools and global economic trends. Z Magazine The Progressive www.znet.org. www.theprogressive.org; Subscription info: 18 Millfield St., 409 East Main Street, Madison, WI 53703; Woods Hole, MA 02543; tel: 508-548-9063; tel.: 608-257-4626; fax: 608-257-3373. fax.: 508-457-0626; e-mail: [email protected]. The Progressive opposes “militarism, the concentra- Published monthly, Z Magazine is an activist journal tion of power in corporate hands, the disenfranchise- that features provocative in-depth articles on global ment of the citizenry, poverty, and prejudice in all its and domestic issues. Z has been especially alert to guises. We champion peace, social and economic jus- the kinds of issues that we tackle in Rethinking tice, civil rights, civil liberties, human rights, a pre- Globalization. As indicated in the Organizations sec- served environment, and a reinvigorated democra- tion, the Z-Net website is one of the best around. cy.” It’s a monthly magazine that seems to have got- ten better and better over the years — with columns

CHAPTER NINE • RESOURCES 381 Organizations and Websites for Global Justice

Note that in addition to those found below, other valuable websites may be listed with their journals in the category “Journals for Global Justice.” It is impossible to list all the organizations working for a more just world. Websites of the organizations listed below include hundreds of links to other worthy groups. See “Defeating Despair,” p. 329, for lesson ideas to accompany this listing of organizations and websites.

Adbusters Media Foundation This venerable social justice organization has a www.adbusters.org. Mexico-U.S. Border Program and publishes an 1243 West 7th Ave., assortment of resources. AFSC also has a Youth and Vancouver, BC, V6H 1B7, Canada; Militarism project that organizes against JROTC and tel.: 604-736-9401; fax: 604-737-6021; military presence in public schools. The Cambridge, e-mail: [email protected]. Massachusetts AFSC publishes Peacework, a monthly Adbusters describes itself as “a global network of journal serving movements for nonviolent social artists, activists, writers, pranksters, students, educa- change. AFSC also maintains a film and video tors and entrepreneurs who want to advance the library. new social activist movement of the information Amnesty International USA age.” Adbusters publishes a glossy, provocative mag- www.amnesty.org. azine of the same name, sponsors Buy Nothing Day 322 8th Ave., New York, NY 10001; and TV Turnoff Week, produces clever “uncommer- tel: 212-807-8400. cials” and seeks to agitate so that folks “get mad AI seeks to promote the human rights included in about corporate disinformation, injustices in the the Universal Declaration of Human Rights, focusing global economy, and any industry that pollutes our especially on prisoners of conscience, ending the physical or mental commons.” death penalty, and combating torture. Amnesty’s AFL-CIO website includes the complete text of the Universal www.aflcio.org. Declaration of Human Rights as well as numerous 815 16th Street, NW, Washington, DC 20006; links to human rights groups around the world, arti- tel: 202-637-5000; fax: 202-637-5058. cles, video clips, reports, and action opportunities. The AFL-CIO is the largest labor organization in the Campaign for Labor Rights United States. Its website includes abundant infor- www.summersault.com/~agj/clr. mation on organizing campaigns, links to member 1247 E Street SE, Washington, DC 20003. unions, news articles on union drives, updates on Although not the simplest web address to remember, student activism, and sections on union culture and CLR offers an invaluable e-mail listserv of alerts on history. sweatshop and solidarity issues. Their website Amazon Watch includes past updates, links, resources, leaflets, and www.amazonwatch.org. the like. The site also features a document library on 2350 Chumash Road, Malibu, CA 90265; the Nike campaign, Disney in Haiti, Guess jeans, tel: 310-456-9158; fax: 310-456-9138; child labor issues, Mexico, Central America, farm e-mail: [email protected]. worker issues, as well as youth and campus activism. Amazon Watch works with indigenous and enviro- CLR publishes a useful newsletter ($35 a year) filled mental organizations in the Amazon Basin to defend with audio-visual resources, fact sheets and updates the enviroment and advance indigenous peoples’ on campaigns to support worker organizing around rights in the face of large-scale industrial develop- the world. ment, oil and gas pipelines, power lines, roads, and Catholic Worker Movement other mega-projects. Its website is a good source for www.catholicworker.org. up-to-date information and resources, and includes 36 E. 1st St., New York, NY 10003; extensive links. tel: 212-777-9617. American Friends Service Committee The Catholic Worker Movement is “grounded in a www.afsc.org. firm belief in the God-given dignity of every human person.” Since its founding in 1933 they have 1501 Cherry St., Philadelphia, PA 19102; protested war, violence and injustice in all forms. Its tel: 215-241-7132; fax: 215-241-7275; journal is The Catholic Worker. e-mail: [email protected].

382 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD Clean Clothes Campaign Cultural Survival www.cleanclothes.org. www.cs.org. P.O. Box 11584, 1001 GN Amsterdam, 215 Prospect Street, Cambridge, MA 02139; The Netherlands; tel.: 31-20-4122785; tel.: 617-441-5400; fax: 617- 441-5417; fax: 31-20-4122786; e-mail: [email protected]. e-mail: [email protected]. Cultural Survival sponsors basic research on indige- A coalition of European groups aiming to improve nous peoples, particularly examining the effects of working conditions in the global garment industry. “development.” The results of this research are pub- Conducts campaigns and provides information on lished in its Cultural Survival Quarterly. The website companies such as Adidas, Benneton, C & A, Disney, includes an education archive with curriculum Phillips-Van Heusen, Gap, H & M, Levi-Strauss, resources offered, including Rainforest Peoples and Nike, and Otto. Places (grades 6-9), The Chiapas Maya (grades 6-12) Coalition for Justice in the Maquiladoras and the Rights of Indigenous Nations. 530 Bandera, San Antonio, TX 78228; The David Suzuki Foundation tel.: 210-732-8957; e-mail: [email protected]. www.davidsuzuki.org. A tri-national coalition of religious, environmental, Suite 219, 2211 West 4th Avenue, Vancouver, BC V6K labor, Latino and women’s organizations working to 4S2 Canada; tel: 604-732-4228; fax: 604-732-0752; pressure U.S.-based transnational corporations to e-mail: [email protected]. adopt socially responsible practices. Publishes a David Suzuki is one of the world’s leading geneti- newsletter and various reports. cists and environmentalists. The foundation is espe- Co-op America cially active in the area of climate change, focusing www.coopamerica.org on the “urgent need for practical strategies to reduce global warming caused by human activities.” 1612 K Street NW, Suite 600, Washington, DC 20006; tel.: 800-58-GREEN; The Edmonds Institute 202-872-5307; fax: 202-331-8166. www.edmonds-institute.org. Valuable information on sweatshops, consumer boy- 20319 92nd Avenue West, Edmonds, cotts, and strategies to use “consumer and investor Washington 98020; tel: 425-775-5383; power for social change.” Co-op America is a nation- fax: 425-670-8410; e-mail: [email protected]. al nonprofit organization that helps individuals find The Edmonds Institute focuses on biosafety and businesses that are environmentally responsible and enacting legally-binding international regulation of engage in fair trade, and offers technical assistance to modern biotechnologies, as well as on intellectual companies aiming for social and environmental property rights and just policies for the maintenance responsibility. and protection of biodiversity, including policies that The Council of Canadians foster recognition and sustenance of agricultural bio- www.canadians.org. diversity. 502-151 Slater St., Ottawa, Ontario, K1P 5H3, Canada; Fairness & Accuracy In Reporting tel.: 613-233-2773 or 800-387-7177; www.fair.org. fax: 613-233-6776. 130 W. 25th Street, New York, NY 10001. This independent organization provides analyses on tel.: 212-633-6700; fax: 212-727-7668; key issues from a critical and progressive standpoint. e-mail: [email protected]. Its director, Maude Barlow, is perhaps the leading FAIR is a national media watch group that has critic of schemes to privatize the world’s freshwater offered well-documented criticism of media bias and supplies. censorship since 1986. FAIR publishes the excellent, CorpWatch classroom-friendly Extra!, an award-winning maga- www.corpwatch.org. zine of media criticism; and distributes regular updates, available via their listserv. FAIR also pro- P.O. Box 29344; San Francisco, CA 94129. duces a weekly radio program, CounterSpin. A vital tel: 415-561-6568; fax: 415-561-6493; source to get students thinking critically about media e-mail: [email protected]. coverage of world events. Indispensable resources and news about globaliza- tion and justice struggles around the world. An 50 Years Is Enough online issue library includes topics such as biotech- www.50years.org. nology, Globalization 101, grassroots globalization, 1247 E Street SE, Washington, DC 20003. sweatshops, the WTO and the IMF/World Bank. A coalition of over 200 grassroots, faith-based, policy, Very extensive links. A similarly valuable but unre- women’s, social- and economic-justice, youth, soli- lated site is Corporate Watch, in Great Britain, darity, labor, and development organizations dedi- (www.corporatewatch.org.uk; 16b Cherwell St. cated to the profound transformation of the World Oxford OX4 1BG, United Kingdom. Bank and the International Monetary Fund. Its web- site features excellent, classroom-ready factsheets

CHAPTER NINE • RESOURCES 383 about globalization issues, especially about the conse- tion drawing attention to Nike’s sweatshop abuses. quences of the Third World debt crisis. Their expansive website gives a flavor for the diversi- Focus on the Global South ty of activities they have initiated, which include www.focusweb.org. “people to people” projects, such as “reality tours” to Too often discussions of globalization are dominated Third World countries, managing “fair trade” stores, by those of us in the North, however well-intended or and publishing resources on global justice issues. well-informed we may be. Focus on the Global Global Exchange is one of the key global justice South’s website features wonderful, hard-to-find, in- organizations. depth articles from the perspective of activists and Greenpeace International scholars in the global South — the so-called Third www.greenpeace.org. World. See their “publications” section. Keizersgracht 176, 1016 DW Amsterdam, Food First/Institute for The Netherlands; tel: 31-20-523-62-22; Food and Development Policy fax: 31-20-523-62-00. www.foodfirst.org. Greenpeace USA 398 60th Street, Oakland, CA 94618. www.greenpeaceusa.org. tel: 510-654-4400; fax: 510-654-4551; 702 H Street NW, Washington, DC 20001; e-mail: [email protected]. tel: 800-326-0959. Food First describes itself as “a ‘peoples’ think tank Greenpeace began in 1971 when activists went to and education-for-action center.” Over the 25-plus “bear witness” to nuclear weapons testing planned for years that this pioneering organization has been Amchitka island, off Alaska. Today Greenpeace is one around, it has published some of the most useful of the leading organizations using nonviolent direct books on food and hunger issues. Through its publica- action to expose global environmental problems and tions and activism, it continues to offer leadership to to promote solutions that are essential to what the the struggle for reforming the global food system from organization hopes will be a “green and peaceful the bottom up. The catalog is online at their website. future.” It sponsors campaigns on global warming, Free The Children environmental toxics, destructive fishing, genetic www.freethechildren.org. engineering, nuclear power and weapons, and saving ancient forests. Both websites feature extensive back- 1750 Steeles Avenue West, Suite 218, Concord, Ontario, Canada, L4K 2L7; ground materials on these issues, action alerts, ways tel: 905-760-9382; fax: 905-760-9157; to get involved, and numerous links to other organi- e-mail: [email protected]. zations. Free The Children was started by Canadian young The Independent Media Center people after hearing the heroic story of Iqbal Masih, www.indymedia.org. the Pakistani child who was sold into slavery and This is the CNN of the global social justice movement then escaped to fight against it. Its goals are to free and a wonderful resource. The Center acts as a clear- children from poverty, exploitation and abuse; and to inghouse of information and provides up-to-the- give children a voice, leadership training, and oppor- minute reports, photos, audio, and video footage of tunities to take action on issues which affect them global social justice struggles through its website. from a local to an international level. Launched during the Seattle WTO protests of late Friends of the Earth 1999, Indymedia is a fascinating, colorful site. www.foe.org. Updated regularly. Great graphics. 1025 Vermont Ave. NW, Washington, DC 20005; The Indigenous Peoples tel: 877-843-8687 or 202-783-7400; Council on Biocolonialism fax: 202-783-0444; e-mail: [email protected]. www.ipcb.org. Friends of the Earth is a national environmental P.O. Box 818, Wadsworth, Nevada 89424; organization dedicated to preserving the health and tel: 775-835-6932; fax: 775-835-6934; diversity of the planet. FOE distributes valuable publi- e-mail: [email protected]. cations ranging from books on global warming to the The IPCB is organized to assist indigenous peoples in IMF’s effects on the environment. the protection of their genetic resources, indigenous Global Exchange knowledge, and cultural and human rights from the www.globalexchange.org. negative effects of biotechnology. 2017 Mission Street #303, San Francisco, California 94110; INFACT tel.: 415- 255-7296; fax 415- 255-7498; www.infact.org. e-mail: [email protected]. 256 Hanover St., Boston, MA 02113; Founded in 1988, Global Exchange is an organization 617-742-4583. dedicated to promoting environmental, political, and A non-partisan national grassroots organization social justice around the world. In the late ‘90s, Global whose purpose is to stop life-threatening abuses by Exchange was perhaps the most important organiza- transnational corporations. Through the Tobacco

384 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD Industry Campaign, INFACT is pressuring Philip IRN is an important network that works to support Morris to stop addicting new young customers communities around the world struggling to protect around the world, and to stop interfering in public rivers and watersheds. They see this work as part of a policy on issues of tobacco and health. INFACT pro- movement for “environmental integrity, social justice motes a boycott of Philip Morris-owned Kraft foods and human rights.” IRN’s website is a valuable source and distributes the important video Making a Killing, of information about global water struggles. exposing Philip Morris’s brand of tobacco imperialism Interfaith Center around the world. Articles posted on their website, on Corporate Responsibility like “The Marlboro Man Goes Overseas,” could be www.iccr.org. used with students. 475 Riverside Drive, Rm. 566, New York, NY 10115; Institute for Agriculture and Trade Policy 212-870-2295. www.iatp.org. A coalition of 275 Protestant, Roman Catholic and 2105 1st Avenue South, Minneapolis, MN 55404. Jewish institutional investors that organizes corporate tel: 612-870-0453; fax: 612-870-4846. campaigns to press companies to be socially and envi- The Institute for Agriculture and Trade Policy pro- ronmentally responsible. Publishes the newsletter, The motes resilient family farms, rural communities and Corporate Examiner. ecosystems around the world through research and Interhemispheric Resource Center www.irc- education, and advocacy. Their website includes back- online.org. ground readings, articles, and forums on vital issues P.O. Box 2178, Silver City, NM 88062-2178; of agriculture and trade. tel.: 505-388-0208; fax: 505-388-0619 Institute for Global Communications (IGC) Aresearch and policy institute that produces books, www.igc.apc.org. reports, and periodicals on U.S. foreign policy. Presidio Building 1012, First Floor, Publishes annual Cross-Border Links Directories which Torney Avenue; Write: P.O. Box 29904, lists and annotates fair-trade networks, labor, and San Francisco, CA 94129-0904; environmental groups. Publishes the newsletter, tel.: 415-561-6100; fax: 415-561-6101. Borderlines. “The mission of IGC is to advance the work of pro- International Forum on Globalization gressive organizations and individuals for peace, jus- www.ifg.org. tice, economic opportunity, human rights, democracy The Thoreau Center for Sustainability, and environmental sustainability through strategic 1009 General Kennedy Avenue #2, use of online technologies.” IGC is an outstanding San Francisco, CA 94129 ; resource, with a fabulous search engine that is linked tel.: 415-561-7650, fax.: 415.561.7651; to social justice networks of all kinds. e-mail: [email protected]. Institute for Policy Studies Begun as an alliance of over 60 scholars, activists and www.ips-dc.org. writers, the IFG has sponsored important conferences 733 15th St. NW, Suite 1020, Washington DC, 20005. to evaluate the social and environmental impact of tel.: 202-234-9382; fax: 202-387-7915. globalization. They have published numerous book- An important think tank on global issues from a lets. Their website features worthwhile resources on social justice perspective. IPS has programs on Peace the World Trade Organization, the World Bank and and Security, the Global Economy, and Paths for the the International Monetary Fund, among others. 21st Century, supplemented by several projects that International Labor Organization address specific issues. www.ilo.org. International Education 4 Route des Morillons, CH- 1211 Geneva 22, Switzerland. and Resource Network (iEARN) The ILO is the UN agency that promotes internation- www.iearn.org. ally recognized human and labor rights. The organiza- 475 Riverside Drive, Suite 540, New York, NY 10115. tion maintains a searchable website on labor issues of tel.: 212-870-2693; all kinds, such as child labor, and includes useful arti- e-mail: [email protected]. cles, links, and reports. iEARN is a nonprofit organization made up of almost International Labor Rights Fund 4,000 schools in over 90 countries. It aims to empower www.laborrights.org. teachers and young people (K-12) to work together online at low cost through a global telecommunica- 733 15th St., NW #920, Washington, DC 20005; tions network. tel.: 202-347-4100; fax: 202-347-4885; e-mail: [email protected]. International Rivers Network The ILRF is a nonprofit organization that takes action www.irn.org. on behalf of working people, and creates innovative 1847 Berkeley Way, Berkeley, CA 94703. programs and enforcement mechanisms to protect tel.: 510-848-1155; fax: 510-848-1008; workers’ rights. Current campaigns include child e-mail: [email protected]. labor, monitoring labor rights in China, sweatshops,

CHAPTER NINE • RESOURCES 385 forced labor in Burma, and examining IMF/World Maquila Solidarity Network Bank practices. Provides detailed information on the www.maquilasolidarity.org. effects of NAFTA. 606 Shaw Street, Toronto, Ontario M6G 3L6, Canada; The International Society tel: 416-532-8584; fax: 416-532-7688; for Ecology and Culture e-mail: [email protected]. www.isec.org.uk. The Maquila Solidarity Network is a Canadian net- Foxhole, Dartington, Devon TQ9 6EB, UK; work promoting solidarity with groups in Mexico, tel: (01803) 868650; fax: (01803) 868651; Central America, and Asia organizing in maquiladora e-mail: [email protected]. factories and export processing zones to improve con- ISEC promotes locally based alternatives to the global ditions and win a living wage. Their website includes consumer culture. ISEC produced the extraordinarily hard-to-find resources on maquilas by country or com- useful video Ancient Futures, about the negative pany, and many articles on sweatshop issues. Valuable effects of the arrival of “development” in the links to other Canadian and international organiza- Himalayan region of Ladakh. tions concerned with workers’ rights issues. Jobs With Justice National Coalition of www.jwj.org. Education Activists (NCEA) www.nceaonline.org 501 Third Street NW, Washington DC 20001-2797; tel.: 202-434-1106; fax: 202-434-1477; P.O. Box 679, Rhinebeck, NY 12572; e-mail: [email protected]. tel.: 914-876-4580; e-mail: [email protected]. A national campaign, with local affiliates, to organize A network of teacher, parent, and community activists support for workers’ rights struggles. JwJ’s Student who organize around social justice issues in schools Labor Action Project is an initiative focused on sup- and communities. Biannual conferences feature work- porting student activism around issues of workers’ shops on teaching strategies for social justice, among rights as well as social and economic justice. other issues. Publishes the newsletter Action for Better Extensive information on current campaigns at their Schools. website. National Labor Committee www.nlcnet.org. Jubilee USA Network 275 Seventh Avenue, 15th Floor, New York, NY 10001; www.j2000usa.org. tel: 212-242-3002; fax: 212-242-3821; 222 E. Capitol Street, Washington DC 20003-1036. e-mail: [email protected]. tel.: 202-783-3566; fax: 202-546-4468; NLC’s goal is to “end labor and human rights viola- e-mail: [email protected]. tions, ensure a living wage tied to a basket of needs, Jubilee USA Network is a coalition of faith-based and and help workers and their families live and work activist organizations who denounce the debt owed with dignity” — through education and activism. The by impoverished nations to the IMF and the World organization, under director Charles Kernaghan, has Bank as illegitimate and pledge to oppose the “debt been one of the most effective groups in raising domination” by wealthy nations. A fine source for awareness about super-exploitation and horrific con- action ideas, links and additional resources on the ditions in global sweatshops. The National Labor effects of the Third World debt crisis and resistance to Committee is the producer of some valuable videos it. Also valuable is Jubilee 2000 UK, on the web at and reports on sweatshop and labor rights issues www.jubilee2000uk.org. Jubilee 2000 UK is the British around the world (see, for example, the videos Zoned affiliate of the international movement calling for can- for Slavery and Mickey Mouse Goes to Haiti). cellation of the unpayable debt of the world’s poorest Network of Educators on countries under a fair and transparent process. Its the Americas (NECA) website includes articles, links and ways for people to www.teachingforchange.org. get involved in the global movement for economic P.O. Box 73038, Washington, DC 20056-3038. justice. 800-763-9131; fax: 202-238-0109; Maquiladora Health & Safety Support e-mail: [email protected]. Network www.igc.org/mhssn. NECA publishes excellent multicultural, global justice A volunteer network of occupational health and safe- teaching materials, such as the Caribbean Connection ty professionals providing information, technical series and the widely used Beyond Heroes and Holidays. assistance and on-site instruction regarding work- NECA’s Teaching for Change catalog is the single best place hazards in the over 3,800 “maquiladora” (foreign- source for resources to rethink and teach about global- owned export-oriented assembly plants) along the ization. U.S.-Mexico border. Their website includes excellent One World International resources and links on maquiladora health and safety www.oneworld.net. issues. One World is “a community of organizations working from a range of perspectives and backgrounds to pro- mote sustainable development and human rights.”

386 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD Described as the “global supersite on sustainable Columbus and Rethinking Our Classrooms, volumes 1 development and human rights,” this is truly an and 2.. amazing website, filled with photo galleries, news, RUGMARK Foundation special country reports, campaigns, and the like. www.rugmark.org. Oxfam America 733 15th Street, NW, Suite 920, Washington, D.C. 20005; www.oxfamamerica.org. tel: 202-347-4205; fax: 202-347-4885; 26 West Street, Boston, MA 02111; tel: 800-77-OXFAM e-mail: [email protected]. and 617-482-1211; fax: 617-728-2594; RUGMARK is a global nonprofit organization work- e-mail: [email protected]. ing to end child labor and offer educational opportu- Oxfam America is dedicated to creating lasting solu- nities to children in India, Nepal, and Pakistan. It tions to hunger, poverty, and social injustice through organizes loom and factory monitoring, sponsors con- long-term partnerships with poor communities sumer labeling, and runs schools for former child around the world. Their website features lots of edu- workers. RUGMARK recruits carpet producers and cational materials and links to other global education importers to make and sell carpets that are free of sites. child labor. Rainforest Action Network Rural Advancement Foundation www.ran.org. International www.rafi.org. 221 Pine Street, Suite 500, San Francisco, CA 94104; [Note that as we go to press, RAFI is considering a name tel: 415-398-4404; fax: 415-398-2732. change.] 110 Osborne St., Suite 202, Winnipeg MB R3L RAN works to protect the earth’s rainforests and sup- 1Y5, Canada; tel: 204-453-5259; fax: 204-925-8034; port the rights of their inhabitants through education, e-mail: [email protected]. grassroots organizing, and nonviolent direct action. RAFI is dedicated to the conservation and sustainable Theirs is a must-visit, comprehensive website that improvement of agricultural biodiversity, and to the includes a wealth of information, including ideas for socially responsible development of technologies use- activities and activism with students, classroom- ful to rural societies. RAFI deals with issues such as friendly factsheets, and links to indigenous rainforest the loss of genetic diversity — especially in agricul- groups. RAN has a Beyond Oil Campaign that should ture — and about the impact of “intellectual property be of interest to students who are responsive to activi- rights” on agriculture and world food security. Their ties in Rethinking Globalization’s chapter on consump- searchable website is very useful, featuring articles, tion and the environment. publications, and issue updates. Resource Center of the Americas Schools for Chiapas www.americas.org. www.schoolsforchiapas.org 3019 Minnehaha Ave., Minneapolis, MN 55406. or www.mexicopeace.org. tel.: 612-276-0788; fax: 612-276-0898; 1717 Kettner Blvd., Suite 110, San Diego, CA 92101; e-mail: [email protected]. tel: 619-232-2841; fax: 617-232-0500; The Resource Center provides information and devel- e-mail: [email protected]. ops programs that demonstrate connections between An organization working in solidarity with the strug- people of Latin America, the Caribbean, and the gles in Chiapas, Mexico. Mobilizes people and United States. Over the years they have published a resources to build schools in Chiapas. The organiza- great deal of curriculum in this area. Their website tion also sponsors trips to study Spanish and Mayan includes an on-line catalog of these and other class- language and culture in Chiapas. The website features room materials, along with resources on critical issues news articles, historical information and other about the Americas. resources. Rethinking Schools STITCH www.rethinkingschools.org. http://afgj.org/stitch/index.html. 1001 E. Keefe Ave., Milwaukee, WI 53212; tel.: 414-964- 4933 S. Dorchester, Chicago, IL 60615; 9646; fax: 414-964-7220; e-mail: [email protected]. tel: 773-924-2738; e-mail: [email protected]. Publisher of Rethinking Globalization: Teaching for Justice STITCH is a network of U.S. women working to sup- in an Unjust World. Its quarterly journal, Rethinking port women’s organizing for a just wage and fair Schools, is produced largely by classroom teachers treatment on the job in Central America. STITCH has with a focus on social justice and equity. The website a project to document women’s organizing experi- contains this entire resource list with all website ences in export industries in Central America. The addresses hot-linked, so all you need to do is click on interview with Yesenia Bonilla in Rethinking them and you are taken to each site. The Rethinking Globalization (see p. 142) is excerpted from STITCH’s Schools website also features a number of additional booklet, “Women Behind the Labels: Worker articles on teaching about globalization, including fur- Testimonies from Central America.” ther resources and lesson plans that are mentioned in this book. Rethinking Schools publishes Rethinking

CHAPTER NINE • RESOURCES 387 Sweatshop Watch news articles, updates, and background white www.sweatshopwatch.org. papers, such as “Fingers to the Bone: United States 310 Eighth Street, Suite 309, Oakland, CA 94607; Failure to Protect Child Farm Workers,” “Fields of tel.: 510-834-8990. Poisons: California Farm Workers and Pesticides,” And: 1250 So. Los Angeles Street, Suite 206 “Five Cents for Fairness: The Case for Change in the Los Angeles, CA 90015; tel.: 213-748-5945; Strawberry Fields,” “Trouble on the Farm: Growing e-mail: [email protected]. Up With Pesticides in Agricultural Communities,” Sweatshop Watch is a coalition of labor, community, and “Pesticides in Our Food and Water.” civil rights, immigrant rights, women’s, religious, United for a Fair Economy and student organizations committed to eliminating www.ufenet.org. sweatshop conditions in the global garment industry. Their website provides updates on current sweat- 37 Temple Place, 2nd Floor, Boston, MA 02111. tel.: 617- shop issues, links, and reports. Monthly e-mail action 423-2148; fax: 617-423-0191. alerts available. UFE provides numerous resources to organizations and individuals working to address the widening Third World Network income and asset gap in the United States and www.twnside.org.sg. around the world. They publish graphic-rich training 228 Macalister Road, 10400 Penang, Malaysia. and curriculum materials, and their website is a An independent nonprofit international network of valuable one, including an economics library, organizations and individuals involved in issues research library, and fact sheets. relating to development, the Third World, and UNICEF - United Nations Children’s Fund North-South issues. Publishes the valuable Third www.unicef.org. World Resurgence magazine. The magazine and web- site is an essential resource to learn more about Third 3 UN Plaza, New York, NY 10017; World perspectives on globalization issues. e-mail: [email protected]. UNICEF produces educational materials and distrib- TransAfrica Forum utes funds to children’s programs throughout the www.transafricaforum.org world. Their annual The State of the World’s Children 1744 R St., NW, Washington, DC 20009; provides useful statistics. tel: 202-797-2301; fax: 202-797-2382. Women of Color Resource Center www.col- TransAfrica Forum provides commentary and oredgirls.org. scholarship on policy issues related to Africa and the 2288 Fulton Street, Suite 103, Berkeley, CA 94704-1449. Caribbean. The organization seeks to educate tel.: 510-848-9272; fax: 510-548-3474; Americans in general, and African Americans in par- e-mail: [email protected]. ticular, on human rights and global economic policy. WCRC develops and distributes resources about Reports on TransAfrica’s website deal with issues women of color that advance social justice move- such as the Sub-Saharan Africa debt burden, the ments. WCRC published the valuable curriculum impact of tourism in the Caribbean, and landmines. guide Women’s Education in the Global Economy. Their website includes excellent hard-to-find links to proj- UNITE (Union of Needletrades, ects that organize around issues concentrating on Industrial and Textile Employees) women of color. www.uniteunion.org. Zapatistas 1710 Broadway, New York, NY 10019; www.ezln.org. tel.: 212-265-7000; sweatshop campaign The Zapatistas, based in the southern-most Mexican e-mail: [email protected]. state of Chiapas, have drawn worldwide attention to UNITE was formed by the merger of two of the the plight of indigenous people in the era of free nation’s oldest unions, the International Ladies’ trade. Their website is mostly in Spanish, although it Garment Workers’ Union (ILGWU) and the does have some English translations. It’s a fascinat- Amalgamated Clothing and Textile Workers Union ing site and the links will put students in touch with (ACTWU). UNITE’s website offers information on indigenous movements around the world. campaigns against sweatshops, as well as govern- ZNet/Z Magazine ment and organizational links. www.zmag.org. United Farm Workers Z Net is one of the most amazing websites we’ve www.ufw.org. found. Forums, commentaries from around the world, song lyrics for 530 songs-with-a-conscience, UFW National Headquarters, courses, analyses on global issues of all kinds. Many P.O. Box 62, Keene, CA 93531. pre-college students might find some of the writing a Affiliated with the AFL-CIO, the UFW is the oldest bit hard-going, but there is a tremendous amount and most prominent farm worker union in the here. Z Magazine is available the old fashioned way United States. Their website includes links, current — in print. See “Journals for Global Justice,” p. 381.

388 RETHINKING GLOBALIZATION • TEACHING FOR JUSTICE IN AN UNJUST WORLD