How the World Really Works: Busting the Myths of Globalisation (11147.1)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Arts And Design|
|Discipline||Study level||HECS Bands|
|School Of Arts And Communications||Level 2 - Undergraduate Intermediate Unit|| Band 1 2013-2020 (Expires 31 Dec 2020)
Band 2 2021 (Commenced Before 1 Jan 2021)
Band 4 2021 (Commenced After 1 Jan 2021)
Band 4 2021 (Commenced After 1 Jan Social Work_Exclude 0905)
Learning outcomesAfter successful completion of this unit, students will be able to:
1. Explain key global processes and their historical context;
2. Critically analyse claims made about 'globalisation' and its impacts; and
3. Interrogate the nature of contemporary events, by contextualising them in relation to relevant global processes.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
How the world really works: Busting the myths of globalisation
It is frequently claimed that the cause, or agent, responsible for many contemporary social and cultural developments is a force called ‘globalisation’. For this reason, we are told, these developments are ‘inevitable’ and ‘irreversible’. In an attempt to sort myth from reality, this unit examines claims about globalisation with a critical eye. By examining key global developments in their historical context, it will help you to develop an intellectual framework for detecting bogus claims about ‘globalisation’, and making sense of contemporary events and processes at both the global and local levels.
We live in interesting times. Most of our students have grown up through a period in which neoliberalism provided the global ‘commonsense’ about such things as the relationship between ‘the state’ and ‘the economy’, the idea of ‘free markets’, the place of ‘competition’ in social life, the nature of money and debt, and so on. These ‘commonsense’ ideas are now dissolving: old elites are losing legitimacy amidst the rise of new (so-called) ‘populisms’ around the world.
The key purpose of this unit is to equip students with some capacity for understanding the times that they live in – in particular, by providing them with some key historical context. History provides critical leverage, as it shows that things accepted now as commonsense were, in the not too distant past, thought to be preposterous, outrageously unjust, and so forth.
The unit attempts to show that current developments make sense, when placed in such a framework of historical processes. Indeed, many aspects of the students’ lives and societies can be made intelligible in this way: but also simultaneously problematised by this very process (because it shows that there is nothing ‘natural’ about it; after all, we used to do things very differently).
In order to achieve this, the unit takes a political economy perspective – attempting to show students how the structure of the global economy involves questions of power. Differences in income around the world, for example, are not simply the result of ‘the natural workings of the free market’ (as if there were such a thing) – in which (say) the fact that a worker in Silicon Valley earns 1,000 times more than a worker in a Chinese factory is explained and simultaneously justified by appeal to the relative ‘productivity’ of these workers.
PrerequisitesMust have passed 24 credit points.
Corequisites11145 Global Ethical Challenges.
Assumed knowledgeBasic understanding of issues related to cultural diversity.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 1||08 February 2021||On-Campus||Dr Ernest Koh|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Dr Ernest Koh|
Attendence is highly encouraged.
Required IT skills
Basic computer and internet skills.
Work placement, internships or practicums