Globalization and Transnationalization Anjaweiß
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Global Political Ecology
Global Political Ecology The world is caught in the mesh of a series of environmental crises. So far attempts at resolving the deep basis of these have been superficial and disorganized. Global Political Ecology links the political economy of global capitalism with the political ecology of a series of environmental disasters and failed attempts at environmental policies. This critical volume draws together contributions from 25 leading intellectuals in the field. It begins with an introductory chapter that introduces the readers to political ecology and summarises the book’s main findings. The following seven sections cover topics on the political ecology of war and the disaster state; fuelling capitalism: energy scarcity and abundance; global governance of health, bodies, and genomics; the contradictions of global food; capital’s marginal product: effluents, waste, and garbage; water as a commodity, human right, and power; the functions and dysfunctions of the global green economy; political ecology of the global climate; and carbon emissions. This book contains accounts of the main currents of thought in each area that bring the topics completely up-to-date. The individual chapters contain a theoretical introduction linking in with the main themes of political ecology, as well as empirical information and case material. Global Political Ecology serves as a valuable reference for students interested in political ecology, environmental justice, and geography. Richard Peet holds degrees from the London School of Economics (BSc (Econ)), the University of British Columbia (MA), and the University of California, Berkeley (PhD). He is currently Professor of Geography at Clark University, Worcester, MA. His interests are development, global policy regimes, power, theory and philosophy, political ecology, and the causes of financial crises. -
Global Studies - CPS Specialty (GBST) 1 Global Studies - CPS Specialty (GBST)
Global Studies - CPS Specialty (GBST) 1 Global Studies - CPS Specialty (GBST) Search GBST Courses using FocusSearch (http:// catalog.northeastern.edu/class-search/?subject=GBST) GBST 1011. Globalization and International Affairs. (4 Hours) Offers an interdisciplinary approach to analyzing global/international affairs. Examines the politics, economics, culture, and history of current international issues through lectures, guest lectures, film, case studies, and readings across the disciplines. GBST 1012. The Global Learning Experience. (1 Hour) Examines global citizenship in the 21st century. Introduces the concepts of global citizenship, cosmopolitanism, pluralism, and culture. Connects local issues at host sites with broader dynamics of globalization, migration, positionality, power, and privilege.#Offers opportunities to analyze and apply ideas through personal reflection, application of intercultural theory, and team-based problem solving. GBST 1020. Community Learning 1. (1 Hour) Offers an introduction to community learning, social justice, and cross- cultural collaboration in Boston. The main objective is to help students prepare for, gain from, and reflect upon their semester in Boston as a profound global experience. Uses lectures, course readings, group discussions, collaborative projects, and semester-long service-learning opportunities to challenge students to ask critical questions and become global citizens and ambassadors by actively participating in their own learning community, as well as the greater Northeastern community, and beyond into Boston. Ongoing, online reflection is designed to help students articulate their own experiences, respond to others’ experiences, and ultimately make connections with the global experiences of others. GBST 1030. Community Learning 2. (1 Hour) Continues the introduction of community learning, social justice, and cross-cultural collaboration begun in GBST 1020. -
Developmentalism, Modernity, and Dependency Theory in Latin America
Developmentalism, Modernity, and Dependency Theory in Latin America Ramón Grosfoguel The Latin American dependentistas produced a knowledge that criticized the Eurocentric assumptions of the cepalistas,includingtheorthodoxMarxistandtheNorthAmericanmodern- ization theories. The dependentista school critique of stagism and develop- mentalism was an important intervention that transformed the imaginary of intellectual debates in many parts of the world. However, I will argue that many dependentistas were still caught in the developmentalism, and in some cases even the stagism, that they were trying to overcome. Moreover, although the dependentistas’ critique of stagism was important in denying the “denial of coevalness” that Johannes Fabian (1983) describes as central to Eurocentric constructions of “otherness,” some dependentistas replaced it with new forms of denial of coevalness. The first part of this article dis- cusses developmentalist ideology and what I call “feudalmania” as part of the longue durée of modernity in Latin America. The second part discusses the dependentistas’ developmentalism. The third part is a critical discussion of Fernando Henrique Cardoso’s version of dependency theory. Finally, the fourth part discusses the dependentistas’ concept of culture. Developmentalist Ideology and Feudalmania as Part of the Ideology of Modernity in Latin America There is a tendency to present the post-1945 development debates in Latin America as unprecedented. In order to distinguish continuity from dis- continuity, we must place the 1945–90 development debates in the context of the longue durée of Latin American history. The 1945–90 development Nepantla: Views from South 1:2 Copyright 2000 by Duke University Press 347 348 Nepantla debates in Latin America, although seemingly radical, in fact form part of the longue durée of the geoculture of modernity that has dominated the modern world-system since the French Revolution in the late eighteenth century. -
The Digital Divide: a Digital Bangladesh by 2021?
International Journal of Education and Human Developments Vol. 1 No. 3; November 2015 The Digital Divide: A digital Bangladesh by 2021? Kristen Waughen, Ph.D. Students In Free Enterprise Sam M Walton Fellow Elizabethtown College Department of Math and Computer Sciences Elizabethtown, PA 17022, USA. Abstract The purpose of this research was to define and identify the digital divide and the various considerations that factor into a country’s technological status. The goal was to investigate the current technological position of Bangladesh, and gaps in their progress because they aim to be a Digital Bangladesh by 2021. The digital divide can be witnessed all over the world between countries and within countries, and there are various aspects that contribute to this situation. Some of the characteristics are access, education, economics, social relationships, income, age, geographical location, government, and the technological skills of teachers, students, and people. One more significant characteristic is the number of children in the household. Also, developed versus developing countries have similar issues on different scales, but together these characteristics affect the success of digital lifestyle of a region or country. Keywords: digital divide, knowledge, poor, barriers, Internet, communication, technology, education, Bangladesh, GDP Elements of the Divide One important element for a country in the 21st century is its technological advancement. Availability, usage, and diffusion of the technology throughout the country are three considerations. One term often used to describe this status is the digital divide (Prensky, 2001). The first computer used in Bangladesh was a mainframe in 1964 (SDNP Bangladesh, 2000). What has happened since then? I will explore the following components of the digital divide in Bangladesh: access to the Internet and computer/mobile devices, amount of education of its citizens, role of the government and the community, the skills of the teachers, and quality and quantity of the information available. -
Does Cosmopolitan Thinking Have a Future?
Review of International Studies (2000), 26, 179–197 Copyright © British International Studies Association Does cosmopolitan thinking have a future? DEREK HEATER1 It certainly has a past.2 And that past, especially in its Stoic foundations, reveals a clear ethical purpose: ‘As long as I remember that I am part of such a whole [Universe],’ explained Marcus Aurelius, ‘… I shall … direct every impulse of mine to the common interest’.3 Moreover, the word ‘cosmopolitan’ derives from kosmopolites, citizen of the universe, and polites, citizen, notably in its Aristotelean definition, has a decided ethical content. Accordingly, if the citizen of a state (polis) should be possessed of civic virtue (arete), by extension, the citizen of the universe (kosmopolis) should live a life of virtue, guided by his perception and understanding of the divine, natural law. True, in non-academic parlance the word ‘cosmopolitan’ has, from the eighteenth century, acquired the vague and vulgar connotation for an individual of enjoying comfortable familiarity with a variety of geographical and cultural environments. None the less, the more precise, political–ethical sense of a kosmopolites is so much more apposite to our present purpose that this essay will be framed in the main by this meaning. With the question thus interpreted, it follows that we wish to know whether state citizenship, as we currently understand it, might be paralleled by a world citizenship of comparable content; if so, we obviously also wish to know what the implications must be for the individual’s moral and political behaviour and the institutional contexts which would be needed to facilitate this cosmopolitan behaviour. -
Beck's Risk Society and Giddens' Search for Ontological Security: a Comparative Analysis Between the Anthroposophical Society and the Assemblies of God
Volume 15, Number 1 27 Beck's Risk Society and Giddens' Search for Ontological Security: A Comparative Analysis Between the Anthroposophical Society and the Assemblies of God Alphia Possamai-Inesedy University of Western Sydney There is a contention by social theorists such as Beck, Giddens, Bauman and Lash that contemporary Western society is in a transitional period in which risks have proliferated as an outcome of modernisation. In accordance with these changes individuals' sense ofselfhood have moved toward being more sensitive as to what they define as risks, such as threats to their health, as economic security or emotional wellbeing than they were in previous eras. Living in such a world can lead individuals to what Giddens would term ontological insecurity. Obsessive exaggeration of risks to personal existence, extreme introspection and moral vacuity are characteristics of the ontologically insecure individual. The opposite condition, ontological security, when achieved, leaves the individual with a sense of continuity and stability, which enables him or her to cope effectively with risk situations, personal tensions and anxiety. This emergent field of study in sociology has nevertheless poorly addressed religious issues; as if these social researchers have omitted parts of the religious aspects ofcontemporary society. This article attempts to fill this lacuna and explores the notion of risk society and ontological security with that of postmodern religion/spiritualities. Two case studies of the Anthroposophical society and Pentecostalism aid in this task. UlrichBeck(1992; 1994; 1995; 1996)andAnthonyGiddens(1990; 1991; 1994; 1999) while differing in their approaches, share similar concerns, foci and epistemological underpinnings in their work. -
25 Universities with Global Studies Programs Or Programs of Similar
25 UNIVERSITIES WITH GLOBAL STUDIES PROGRAMS OR PROGRAMS OF SIMILAR INTEREST *This list is not meant to be extensive but to provide you with a starting point when exploring your post-secondary options. What is a Global Studies Major? According to the The College Board: “Global studies majors are “global thinkers” in every sense. Drawing from fields as different as geography, music, political science, and ecology, they look at the connections between nations and peoples and the trends that shape our lives. And global studies majors don’t just think on a large scale. They may study how something like climate change can affect hundreds of nations, but they also consider its effects on their own backyard.” Potential Career Paths: Foreign Service/State Department; International business, including working for a domestic American corporation in their international operations, or working for a corporation abroad; Entrepreneurialism; International law; International development and sustainable development; International non-profit work or activism on environment, human rights, social justice, etc.; Journalism and other communications media; Education, especially teaching and administration at the high school level and above. Click here to see more about what you can do with a Global Studies Degree 1. BRANDEIS UNIVERSITY The International and Global Studies (IGS) Program is an interdisciplinary program that provides students with an opportunity to understand the complex processes of globalization that have so profoundly affected politics, economics, culture, society, the environment and many other facets of our lives. 2. BROWN UNIVERSITY: WATSON INSTITUTE FOR INTERNATIONAL STUDIES The Watson Institute is a community of scholars whose work aims to help us understand and address the world's great challenges, such as globalization, economic uncertainty, security threats, environmental degradation, and poverty. -
Capitalism and Risk: Concepts, Consequences, and Ideologies Edward A
digitalcommons.nyls.edu Faculty Scholarship Articles & Chapters 2016 Capitalism and Risk: Concepts, Consequences, and Ideologies Edward A. Purcell New York Law School Follow this and additional works at: http://digitalcommons.nyls.edu/fac_articles_chapters Part of the Consumer Protection Law Commons, and the Law and Economics Commons Recommended Citation 64 Buff. L. Rev. 23 (2016) This Article is brought to you for free and open access by the Faculty Scholarship at DigitalCommons@NYLS. It has been accepted for inclusion in Articles & Chapters by an authorized administrator of DigitalCommons@NYLS. Capitalism and Risk: Concepts, Consequences, and Ideologies EDWARD A. PURCELL, JR.t INTRODUCTION Politically charged claims about both "capitalism" and "risk" became increasingly insistent in the late twentieth century. The end of the post-World War II boom in the 1970s and the subsequent breakup of the Soviet Union inspired fervent new commitments to capitalist ideas and institutions. At the same time structural changes in the American economy and expanded industrial development across the globe generated sharpening anxieties about the risks that those changes entailed. One result was an outpouring of roseate claims about capitalism and its ability to control those risks, including the use of new techniques of "risk management" to tame financial uncertainties and guarantee stability and prosperity. Despite assurances, however, recent decades have shown many of those claims to be overblown, if not misleading or entirely ill-founded. Thus, the time seems ripe to review some of our most basic economic ideas and, in doing so, reflect on what we might learn from past centuries about the nature of both "capitalism" and "risk," the relationship between the two, and their interactions and consequences in contemporary America. -
The Porter Hypothesis at 20: Can Environmental Regulation Enhance Innovation and Competitiveness? Stefan Ambec*, Mark A
2 The Porter Hypothesis at 20: Can Environmental Regulation Enhance Innovation and Competitiveness? Stefan Ambec*, Mark A. Coheny, Stewart Elgiez, and Paul Lanoie§ Introduction Some twenty years ago, Harvard Business School economist and strategy professor Michael Porter challenged the conventional wisdom about the impact of environmental regulation on business by arguing that well-designed regulation could actually increase competitiveness: “Strict environmental regulations do not inevitably hinder competitive advantage against rivals; indeed, they often enhance it” (Porter 1991, 168). Until that time, the traditional view of environmental regulation, held by virtually all economists, was that requiring firms to reduce an externality like pollution necessarily restricted their options and thus by definition reduced their profits. After all, if profitable opportunities existed to reduce pollution, profit-maximizing firms would already be taking advantage of them. Over the past twenty years, much has been written about what has since become known simply as the Porter Hypothesis. Yet even today, we continue to find conflicting evidence concerning the Porter Hypothesis, alternative theories that might explain the Porter Hypothesis, and oftentimes a misunderstanding of what it does and does not say. This article reviews the key theoretical foundations and empirical evidence to date concern- ing the Porter Hypothesis and identifies research challenges and opportunities concerning the links between environmental regulation, innovation, and competitiveness. Such a careful exam- ination of both the theory and the empirical evidence can yield some useful insights for the *Senior researcher, Toulouse School of Economics (INRA-LERNA), and visiting professor, University of Gothenburg; e-mail: [email protected]. yProfessor of management and law, Vanderbilt University, and university professor, Resources for the Future; e-mail: [email protected]. -
Globalization: a Short History
CHAPTER 5 GLOBALIZATIONS )URGEN OSTERHAMMEL TI-IE revival of world history towards the end of the twentieth century was intimately connected with the rise of a new master concept in the social sciences: 'globalization.' Historians and social scientists responded to the same generational experience·---·the impression, shared by intellectuals and many other people round the world, that the interconnectedness of social life on the planet had arrived at a new level of intensity. The world seemed to be a 'smaller' place in the 1990s than it had been a quarter century before. The conclusions drawn from this insight in the various academic disciplines, however, diverged considerably. The early theorists of globalization in sociology, political science, and economics disdained a historical perspective. The new concept seemed ideally suited to grasp the characteristic features of contemporary society. It helped to pinpoint the very essence of present-day modernity. Historians, on their part, were less reluctant to envisage a new kind of conceptual partnership. An earlier meeting of world history and sociology had taken place under the auspices of 'world-system theory.' Since that theory came along with a good deal of formalisms and strong assumptions, few historians went so far as to embrace it wholeheartedly. The idiom of 'globalization,' by contrast, made fewer specific demands, left more room for individuality and innovation and seemed to avoid the dogmatic pitfalls that surrounded world-system theory. 'Globalization' looked like a godsend for world historians. It opened up a way towards the social science mainstream, provided elements of a fresh terminology to a field that had sutlcred for a long time from an excess of descriptive simplicity, and even spawned the emergence of a special and up""ttHlate variant of world history-'global history.' Yet this story sounds too good to be true. -
Gender Studies
Gender Studies Gender and Development 1. Colonial perspectives on Gender The British in India saw themselves as a force for enlightenment, especially for women. To support their claim, they pointed to the laws liberalising women’s legal position. Between 1772 and 1947 they introduced nine major reforms. including the laws forbidding female infanticide, sati and child marriage, and those raising the age of consent, allowing widow remarriage, and improving women’s inheritance rights. Official British policy was of non-interference in personal and religious matters, which inhibited the evolution of social change in written law. British policies in certain other areas present a different outlook often highlighting the colonizers’ approach to women. Liddle and Joshi have delineated three such examples: 1. The restitution of conjugal rights: This ideology was derived from Christian ecclesiastical law and was brought to India from England. Under this law a spouse can sue one’s partner if she refuses to fulfill the sexual obligations of marriage. A prison term was imposed for non-compliance. 2. Regarding prostitution, the soldiers in the army were provided with Indian prostitutes by the official military authorities. These prostitutes had to get themselves registered and carried a licensed card with them. They also had to undergo compulsory medical examination. 3. Women's suffrage that is the right of women to vote and to stand for office was granted to Indian women in a very limited sense in 1921 in Madras presidency. This franchise was given to those women and men who were educated and wealthy. This was due to efforts of Women's Indian Association (WIA). -
Challenges and Conceptions of Globalization
The current issue and full text archive of this journal is available at www.emeraldinsight.com/1352-7606.htm Challenges and Challenges and conceptions conceptions of of globalization globalization An investigation into models of global change and their relationship with business practice 23 Christopher Bond Business School, University of Roehampton, London, UK, and Darren J. O’Byrne Department of Social Sciences, University of Roehampton, London, UK Abstract Purpose – This paper, which is conceptual in both nature and approach, builds on a recent contribution to the theorization of “globalization” and seeks to utilise the framework developed therein to help promote a more complex conceptual understanding of the potential implications of how business operates and responds to these challenges in a global environment. The paper aims to discuss these issues. Design/methodology/approach – The paper draws primarily on a heuristic framework developed by O’Byrne and Hensby that reviews eight models of global change. In this paper, the authors review and give consideration to the relationship between these models and business practice and contend that this relationship is far more complex than the majority of the current literature in the business and management field represents. Within the paper, the authors explore and discuss the dynamics of the eight models of “globalization” and assess the potential implications for business practice of working within these often conflicting and contradictory paradigms of “globalization”. As part of this review, the authors consider the strategic implications of “globalization” for business practice and propose a conceptual model with eight strategic options which are aligned to the eight models of global change.