Global Learning FPLC 2006-7

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Summary: FPLC summary.

Contact facilitator Shereen Lerner (Cultural Science)



We identified areas of interest pertaining to global learning. We agreed to come to consensus with regard to defining global learning. We also need to define globalization-and distinguish it from global learning-and Americanization. Several questions arose including: What is the impetus behind global learning? Are there different world perspectives on global learning and globalization? What is the distinction between global learning and globalization? How does one think and learn globally? Is global learning beyond the individual? The idea of a tribe vs individual mentality

We each identified a number of areas of interest-and then were able to consolidate these areas into three themes: global learning vs globalization, social justice, and borders. Within each are a number of topics you see listed below. In each case we will need time to define the terms and topics.

As a note-we will not necessarily have time to address each of these topics-we will address the broader issues, and within that context, many of these topics (and others) will emerge through our discussions.

On November 29 at 2:00 pm we will meet to discuss our views on global learning and globalization.

Please send to me any readings you have that pertain to better understanding of globalization and global learning. I will compile these and send out a (short) list of readings for our meeting on November 29.

Over the course of the year we will also be compiling resources for ourselves-and others-to use. These resources can include texts, articles, web sites, films, literature (fiction or non-fiction) that pertain to global issues. If you have read something you want to share, send it to me-if possible, add one-two sentences that help describe the content. This will be an on-going project.

For those who could not attend-if you have some topics that are not adequately addressed below, please let me know-we can add it to the list.

Themes and Topics

Define Globalization and Global Learning

Globalization Americanization Does globalization work? How is global learning related to globalization? World demographics and their implications


Social Justice-beyond theory to practice What does social justice mean? What is our responsibility? Exporting democracy/capitalism Gender issues Resource acquisition and use and impact on societies Is capitalism a global system and is it good for the poor? Global-local justice? Equity? Interconnectedness-microcosm and macrocosm Historical legacies of violence Power and privilege Does global learning relate to economic freedom

Borders vs No Borders Are we thinking globally, acting locally Are we thinking locally, acting globally Religion and how it impacts world view Understanding, respect, appreciation for each other Increase awareness and sensitivity of students to other cultures Is there a clash of civilization, clash of culture, clash of learning? Can there be a global culture? Is there a global culture? Citizenship-what is a global citizen? What are the implications of borders vs no borders? Universal values Get rid of “us” vs. “them” mentality

Throughout our discussions we will be addressing the following pertaining to global learning:

Strategies for integrating global competencies into course curriculum Measurable outcomes of global curriculum What is global learning and is it different in some way from “individual” learning? How does one think/learn globally? (cognitive process) Does a flattening world suggest a flattening of learning? What resources are available to help us promote global learning? How do we organize learning on-line for a global audience? Do “we” privilege global learning? Should global learning be promoted? Or merely examined?

Contents

GLOBAL FPLC Goals

  • Define what we mean by global learning
  • Distinguish globalization from global learning
  • Focus on particular themes and explore them in an interdisciplinary perspective
  • Compile resources for people of different disciplines to use in their classrooms

GLOBAL FPLC Completed and Planned Activities

Emphasis has been on gaining a greater understanding of global issues through interdisciplinary perspective. We are compiling resources for our faculty, students, and staff to use in and outside of the classroom.

April, 2007

Discussion of Immigration

We began with a discussion of how to work with ESL and Reading students-we read “Migrant Child to College Woman” and discussed different approaches. Amelia uses this article with her reading students-she has them read aloud in small groups, helping each other with the words and concepts-they they discuss the central point and main ideas. They also share about their own lives-how they are different/same as the story in the article. How do students from different cultures relate and react to this article? She believes if you let emotion into the discussion, it helps people relate more closely to the material. The more people talk about themselves, the more expansive they get; if they read things that are meaningful to them, it helps them become literate. This is the story of an outsider-many of Amelia’s students are outsiders so they relate to it.

We asked the question: How do we give our students that “outsider” experience? Have ESL students visit other classes-empower students-but they may not want to take the risk. Perhaps have students participate in classes in small groups-so they do not feel alone.

We discussed how difficult it is for people to take risks-they self-impose their own locked circumstances.

We asked: how do you feel when you are in the minority or an outsider? What is the impact? How can our students, who are not normally in the minority, have that experience? Discussed the example from SOC140 where students are exposed to situations where they are treated poorly as a result of their dress, behavior, ethnicity, or race. The point is to help students make connections.

We discussed the power of story-how to own the content of the material and expand one’s world-through interviews, guest speakers. Stories of all kinds give humanity to what we study.

How do you go from realization to engagement? What are you going to do with it? There are more ethnic writers being used now in English literature classes-that helps open student’s eyes-text alone won’t do it-film, digital media produced by young people-talk about angst, anxieties-have gotten more voices into the curriculum.

We discussed that we need to let in more popular culture into the curriculum to help students. Students come in to class with their mind made up-hard to change. The academy provides tools for students to learn. There is a gap between students and faculty-a difference in the experiences we have had- students learn a lot outside the classroom-over the long run, not one semester-life-long learning.

How do we help students understand it is a lifelong process? We have to teach process and perspective to help with lifelong learning. Not only content-use content to give them tools-how to learn. How to learn globally-to think, engage. Right now they are concrete learners-it is difficult for them to reflect on what they have learned.

Paul Elsner shared with us his experiences in India.

532 religious sects, 125 languages and dialects. Hindu has most of the sects. Social structure is very rigid. Hindu philosophy is “whatever it is, is; on this earth. Lots of charitable organizations; complexity in India. There is a contrast of high achievement and terrible poverty. A legacy of socialism-immigration. 190 universities-elitist-not a system of opportunity- more socialism-little investment in primary and secondary education; it is a fragmented, compartmentalized society; very ritualized; a service economy. Immigrants to the US are mostly the Brahmin class-can get visas-there are 60,000 per year in the US. They move here not for the community colleges but university education. Northern India is more business in cities-wealthier than in the south. People from the north and south don’t know much about each other. The more north, the more modern, wealthier, urban. Extreme poverty in the south. They never got their own identity from the British-the caste system is still there. By 2045 India’s population will be larger than China.

Caste is religious-based; acceptance of where you are-be the best you can be while you are here-when you are reborn you will be better-so there is inertia to improve-people are ingrained in who they are. India is the largest middle class in the world (because of their population size)-they have reduced poverty by 30%; they are also the third richest in the world. There are more poor than anywhere as well. India will be an economic power.

March, 2007

Discussion of Poverty


March 21, 2007-Minutes from Global Learning FLPC

Reviewed poverty briefly-how you could get involved/observing, not just doing. Critically evaluate what you are trying to do. Evaluate your criteria. “What, so what, now what”

Students with experiences about international poverty-use students to describe…. So what-make it personal, how does it impact me-important-what happens to that child. Not a single answer-how does it affect me?

Trade is not a zero sum game- bringing one country up does not bring another country down. Be aware before you do; critically evaluate before you decide what you are going to do Difference between poverty and privilege

Book-Enrique’s Journey-by Sonia Nazario Retraced steps of going to border-child migrants in search of mothers; trying to cope from one day to next; as young as 7 years old; traveling as young as 7 years old; not something outsiders can fix easily-migration of kids; immigration issue itself. Not easy for “haves” to help “have nots.” Have to solve from within. Empowering people.

Remember Mao-don’t give them a fish, teach them how to fish.

Example discussed of three kids illegally here (Arizona) who were recently in a traffic accident-Mom’s were told to come to police and get them and they will be deported with their kids-what can they do? Leave their families, other kids? Power in the individual-one step at a time-one student at a time.

The Commercial Society by Samuel Gregg-the dilemma of democracy-to what extent do democracy’s take away freedoms? Open borders-El Norte-would it eliminate the problems? Should people be allowed to better their condition? Have not addressed the underlying condition. Not understanding what it is like to have to leave home.

The US is unique culturally-assimilate and honor differences. “go home” amplifies when times are bad and mutes when times are good. Look at history of immigration; 17th, 18th, and 19th centuries there was free and full immigration-we needed people. The 20th century we began to limit immigration-xenophobia-fear-not economics. Restrictions became economic in recent times.

Distinction between refugees and immigrants-refugee is trying to escape; displaced persons.

Women and Islam-dump and go-men leaving wives and families for other opportunities-the more educated the men are, the more likely to dump wives and families. Patriarchal. Relates to women’s role and place in society. Ability to help these people is less and less. Materialism sickness-caught up in opportunity; shirking commitments, women lacking information. Refugees Islamic male can divorce-harder for female. Females don’t have the documentation. Traditional roles of women.

Refugees come here-oppression-7 years-to be legal-what do we teach? Root causes-how to address.

Migration/immigration complexity. Understand what immigration is-what are motivations. Know your students-empower them.

First generation immigrants are more productive than 2nd generation. Irish example in 1800s.

ESL-those who came here before don’t want ESL-because they had to know English-difference between educated versus uneducated.

Misallocation of resources-can’t afford school

Need support of family structure

Immigration reform-problem-no barrier to free flow of people

Student perspective-taking my job-what is so bad about the proposition that recently passed in Arizona-students having to pay more for tuition.

Let’s figure out a way to help the future kids in college-fairness question-parents came in illegally, kids here illegally-and kids don’t break law-how can they get ahead without falsifying documents?

Once you start disobeying laws can lead to perdition-can’t pick and choose what laws to follow; immigration law makes no sense from an economic view. Dissent the law-will it affect law. Are we on a pendulum of immigration-will it move back toward freedom/liberty; more opportunity in US-still inspiring.

Comfort zone-language spoken-immigrants connect with one another-becomes new support system

One person goes, reports back and brings others with him

Gravitate toward strongest member of family-people attracted to US because of power What is important-security, control, approval.


Student Comments on Poverty:

Anthropology

Poverty is when a society or part of a society has a lack of resources necessary to survive Conditions that are so bad they are almost unlivable, or are unlivable, but out of necessity, people are there Poverty is making too little money (or none) and struggling to obtain the necessities in life like food, shelter, clothing. It’s far too rampant in our world.

An extremely low economic standing: including lack of currency, food, and/or shelter. Poverty is a state of living where the economic standard and quality of life is below the social acceptance level.

When a culture or person(s) in a culture cannot meet daily needs because they do not have access to resources-whether those necessities are not available or not affordable. Lack of money, food, and things that are needed for life.

You don’t have a lot of wealth or valuables Simple people, work a lot for a little, disease and sickness, treated poorly

I believe poverty to be referring to a group of people who live simply and are not always with what they need and rarely what they want. I think of poverty as a situation people get stuck in beyond their will.

Being unable to provide food, shelter, or clothing for ones self would be living in poverty. Poverty-living in the worst conditions

I think poverty is not being able to make as much money as you want. Some people don’t even have the choice.

Poverty would be the inability to support one’s family or people with food, shelter, or protection. A complete lack of self-sufficiency

Being poor with little or not money. Low income, just barely able to support yourself or your family.

The lack of basic needs or resources (housing, clothing, food, etc)

Poverty is not having your basic human needs met (e.g., no shelter, not enough food, no clothing, no medical care). The level of poverty could be different depending on what culture you are looking at.

Economics

Poverty is being below the average person’s average income but still able to maintain a lifestyle

Not having enough money to live without some type of outside help

Poverty is when you don’t have the means to meet the standard of living accepted in your society

The ability to not be able to afford what should be affordable

Lower than the “regular” living standards; not having the necessities to have a quality life (e.g., dirty water, no electricity, not having enough nutritious food)

Not being able to meet your basic needs…..food, water, shelter, education

Living below the minimum economic standing of the community in which one resides, thus not being able to afford the bare necessities of life

A lack of education and wealth and motivation to better one’s situation

To earn an income at or below a predetermined amount called the poverty line

Poverty is living on less than the national average income

Poverty is a state of being in which one’s basic needs exceed their means to provide for those basic needs. Include adequate food, clothing, shelter

Earning $10,000 or $20,000 or less per year in the US

People making below minimum wage; where we have a set salary and if you make less than that=poverty. Poverty means you can’t afford cars, or groceries to support yourself. You have to go to other sources for income

The lack of financial resources. The inability to earn income near the social average. The lack of educational opportunities. The lack of social and career opportunity

Having a lower household income than necessary to supply for ones family

Not being able to provide food/shelter and other necessities of life for oneself

Having a low income that is not enough to support yourself or family

Unwealthy, poor, unable to support themselves or others. Not afford expensive things

Not having money to get the things needed

Someone who makes less than $15,000 per year Living below the lowest “American standard” Not being able to provide for your family Living below the average standard of living When people don’t make enough to maintain the average standard of living Not having many resources such as food, land, or shelter to live a good standard of life


February, 2007

We are having great discussions on how to define poverty by our disciplines-and how we can find common ground and understanding. Greg Pratt and Shereen Lerner asked their students to define poverty. We suggested that each of us ask one of our classes to define poverty-and bring those definitions to a meeting. Might be interesting to ask our students to define poverty based on the discipline of the class they are in.

We discussed how globalization affects people differently-there are costs and gains. Globalization-consider who gains, who loses, and who stays the same Friedman talks about globalization 3.0-globalization has actually been around for a very long time. 1.0 is recorded history as far back as the 15th and 16th century. Globalization 2.0 is the physical form of globalization. Globalization 3.0 is more recent.

We have always had poverty-just different levels and different impacts on people. There are various solutions to poverty. Think about the historical contextualization of poverty-there has been a change in how many are in and out of poverty.

Alex presented the political science perspective on poverty-who gets what, where, and how (he has previously sent his paper to us). Moral and philosophical questions-but also math. Throughout the presentation, the group commented and discussed various topics.

Different levels of poverty-urban, national, international. Urban-crime rates, education, nutrition, time sensitive-need to address immediately. National-regional-rust belt-Southwest as new economic power-mid-industry decline-how do you address different economies? Establish regional economy-feed into particular sectors; political decisions are made; transition from agricultural to industrial. International-3 types of analysis-liberal, Marxist, realist Marxist-domination, neocolonization, free trade hurts-powerful dominant-Wal Mart-evaluate question of power as it relates to economy. Globalization goes too fast-if you do it at the right pace could promote growth. Realist-complete competition-learn how to play by the rules Most trade occurs between the 1st and 1st world; next is 1st to 3rd world; not much between 3rd and 1st world. Competition-present philosophy is that competition cures ills-corporate

Labeling theory People who believe in competition, independence, small business rule the day Entrepreuneuralism-get something for self Competition is Darwinian-survival Dubai-50% of young Arab students are unemployed-don’t penetrate the capitalist market’ lack of access. How many are poor? Dubai-street people are doing services people don’t want to talk about-marginalized-labeled-alienation-Marx-force that creates change-the tipping point Middle class is defined differently in every culture.

Once you break into the workforce you are there-but in many of these countries there are no opportunities. Competition can be debilitating; competition can lead to power. Competition can be good if you are good at it. Competition is defined differently in different cultures. Generational-how to deal with things over time. Conflict between cultural norms and larger regional and international norms.

Global poverty-macroeconomic-Africa has 8-40% poverty

What kind of economic system was imposed-every African country became command (government control) system—leads to greater poverty markets---mixed systems

North Korea-Hong Kong-US-China-where are they on the continuum and where are they going?

Transitions create greater poverty; short-term-your life. IMF-command. Angry losers---terrorists;

Africa was a colonial power helped create poverty

With our students do we reveal our views? Do we provide competing positions? Biases exist-people can react differently. What are our biases in explaining why things happened? We need to give our students the tools to analyze.

We need to help students be a cost analyst--analyze what a position will cost. Look at outcomes-self-explore-what is poverty. Can you measure perspective?

Relativism is an important value-look at data, experimental models-look at cost-benefit.

Bias-how you approach issue-what are the questions you would ask-they are as important as the answers. Economics and politics impact each other. World cities-so economically powerful they overshadow regions/nations. Market and government have to play a role together. Institutions don’t often look at history. World cities-compare to nation states-nation states amass armies, control borders, etc.

Political economist-three levels-urban/relativist

Different ways to address poverty

Discussed how to teach-inclusive, relativistic

Anchor global competency/awareness to different disciplines. Have students see these disciplines/perspectives as parts of a whole; look at from different norms; have larger context; self-reflect; we currently teach compartmentalized; use themes to teach-across discipline (e.g., poverty would be a theme).

Have faculty share perspectives with each other across discipline.

Defining poverty-often thought of in simplistic way-not in its complexity-variables that affect it; poor, working-yet there is a support system for each other. Multiple dimensions to poverty. Structure-sense of responsibility, support-do what they can for each other. Poverty does not exactly equal unhappiness or despair.

January, 2007

Some of the ideas that we discussed: -context of poverty can affect perspective of what poverty is -existing “slave mentality” or “feeling of being worth something” can affect ability to break out of poverty -applied anthropology-study problems in a society from the perspective of the culture being studies; help a culture solve its own problems from their own perspective rather than a top-down or outside-inside approach -have local community solve its own problems-give voice to locals to find solutions (example: microloans-empowered Bengalis)

What is poverty? How do we define poverty? What is an operational definition? We discussed all sorts of ideas-whether to look at it purely from an economic perspective or from a broader cultural view. We considered concepts such as “choice” and “access” as aspects of culture-when you don’t see other choices, whether you are aware of other possibilities, are resources available to enable a culture to change?

We recognized that there is a formal, economic definition of poverty-pertaining to the “lowest 20% of society.”

How specific should we be in the classroom?

There are also questions as to how wealth is distributed-how the pie is cut up.

Definitions can be relative, depending on the culture/environment/group.

We need to embrace all the lenses for a broader understanding of the different ways to view the world-and to better understand concepts such as poverty. Relativism allows for broader/varied definitions. We need to prepare students for imperfections of the world.

Does the government have the right to impose human rights on another group? Can you hold an immigrant population to the rights of the larger group?

Have students consider the questions-think about complexities. Use tools of discipline. How do we have students think across disciplines? Negotiate the global world? Move about the world-different perceptions in the world.

Capitalism and its movement (by force) in the world. Various ways people think about capitalism-good or bad.

What is global competency-repertoire of tools to think of globalization and poverty-cross-disciplinary.

Would be interesting if all ENG 102 classes would require some writing related to globalization.

When do we step forward and teach about social injustice. Encourage our students-equip them with tools to know when to get involved. Basic human rights-promote critical thinking from different perspectives.

November, 2006

We identified areas of interest pertaining to global learning. We agreed our first order of business is to come to consensus with regard to defining global learning. We also need to define globalization-and distinguish it from global learning-and Americanization. Several questions arose including:

  • What is the impetus behind global learning?
  • Are there different world perspectives on global learning and globalization?
  • What is the distinction between global learning and globalization?
  • How does one think and learn globally?
  • Is global learning beyond the individual? The idea of a tribe vs individual mentality

We each identified a number of areas of interest-and then were able to consolidate these areas into three themes: global learning vs globalization, social justice-beyond theory and practice, and borders vs no borders. Within each are a number of topics you see listed below. In each case we will need time to define the terms and topics.

Throughout our discussions we will be addressing the following pertaining to global learning:

  • Strategies for integrating global competencies into course curriculum
  • Measurable outcomes of global curriculum
  • What is global learning and is it different in some way from “individual” learning?
  • How does one think/learn globally? (cognitive process)
  • Does a flattening world suggest a flattening of learning?

W* hat resources are available to help us promote global learning?

  • How do we organize learning on-line for a global audience?
  • Do “we” privilege global learning? Should global learning be promoted? Or merely examined?

Nov. 2006

We had a very interesting and theoretical discussion on the concepts of globalization and global learning-it was wide ranging. Hopefully, these minutes captured some of the high points of the discussion.

We need to develop a taxonomy for global learning-guide on how to approach global learning; and why we do it. Our group project will be to develop this guide-importantly, we are accumulating resources for instructors.

Our group discussed the distinction between globalization and global learning.

Why global learning?

  • US losing competitive position so need to learn how to better navigate the world; need to be more adept and able to survive.
  • We are US-centric-impacts go both ways
  • US may not be the only super-power. We won’t always be number 1
  • Need to understand changes in our status
  • Example of economic changes: how cotton subsidies in US affect not being able to sell cotton in US
  • US culture is changing-what is us versus them? How can two cultures live together? The dominant culture wants to be in charge.
  • Globalization-learn to play together-no us versus them

We defined globalism as multidisciplinary, including economics, diversity, arts, politics, etc. (analogy of “village well”). We looked at the globalization101 web site and noted that part of globalization is interaction/integration of societies (see definitions below). We do not place a value judgment on it-it is reality that cannot be ignored and there are multiple factors that come into play. We need to consider globalization from multiple perspectives. The impacts of globalization are value-laden; every perspective has its own value-what is the value of x perspective? We noted that all change incurs loss and there are multiple dimensions to globalization.

How do we address student learning?: Need to consider context of globalization and from varying perspectives. How do students approach problem solving this concept? Do they consider the various impacts? Think about going slow-moving from reaction to response…consideration of consequences.

Some of the ideas that we discussed:

  • context of poverty can affect perspective of what poverty is
  • existing “slave mentality” or “feeling of being worth something” can affect ability to break out of poverty
  • applied anthropology-study problems in a society from the perspective of the culture being studies; help a culture solve its own problems from their own perspective rather than a top-down or outside-inside approach
  • have local community solve its own problems-give voice to locals to find solutions (example: microloans-empowered Bengalis)

What is poverty? How do we define poverty? What is an operational definition? We discussed all sorts of ideas-whether to look at it purely from an economic perspective or from a broader cultural view. We considered concepts such as “choice” and “access” as aspects of culture-when you don’t see other choices, whether you are aware of other possibilities, are resources available to enable a culture to change?

We need to embrace all the lenses for a broader understanding of the different ways to view the world-and to better understand concepts such as poverty. Relativism allows for broader/varied definitions. We need to prepare students for imperfections of the world.

Does the government have the right to impose human rights on another group? Can you hold an immigrant population to the rights of the larger group?

Have students consider the questions-think about complexities. Use tools of discipline. How do we have students think across disciplines? Negotiate the global world? Move about the world-different perceptions in the world.

We are having great discussions on how to define poverty by our disciplines-and how we can find common ground and understanding. Greg Pratt asked his economics students to define poverty-a list of their definitions is at the end of this document. Greg also sent us a summary of their comments in an earlier email. We suggested that each of us ask one of our classes to define poverty-and bring those definitions to a meeting. Might be interesting to ask our students to define poverty based on the discipline of the class they are in.

Anchor global competency/awareness to different disciplines. Have students see these disciplines/perspectives as parts of a whole; look at from different norms; have larger context; self-reflect; we currently teach compartmentalized; use themes to teach-across discipline (e.g., poverty would be a theme).

Defining poverty-often thought of in simplistic way-not in its complexity-variables that affect it; poor, working-yet there is a support system for each other. Multiple dimensions to poverty. Structure-sense of responsibility, support-do what they can for each other. Poverty does not exactly equal unhappiness or despair.

Terminology

Hegemony is the dominance of one group over other groups, with or without the threat of force, to the extent that, for instance, the dominant party can dictate the terms of trade to its advantage; more broadly, cultural perspectives become skewed to favor the dominant group. Hegemony results in empowerment of certain cultural beliefs, values, and practices to the submersion and partial exclusion of others. Theories of hegemony attempt to explain how dominant groups can maintain their power.

Globalization: Is it the integration of economic, political, and cultural systems across the globe? Or is it Americanization and United States dominance of world affairs? Is globalization a force for economic growth, prosperity, and democratic freedom? Or is it a force for environmental devastation, exploitation of the developing world, and suppression of human rights? It can be seen as an umbrella term for a complex series of economic, social, technological, cultural, and political changes seen as increasing interdependence, integration, and interaction among people and companies in disparate locations. Can have several aspects:

  • Industrial-rise and expansion of multinational enterprises
  • Financial-emergence of worldwide financial markets
  • Political-spread of political sphere of interests to the regions and countries outside of state and local
  • Informational-increase in information flows between geographically remote locations
  • Cultural-growth of cross-cultural contacts

Social justice refers to conceptions of justice applied to an entire society. It is based on the idea of a just society, which gives individuals and groups fair treatment and a just share of the benefits of society. A very broad definition of social justice is that "social justice reflects the way in which human rights are manifested in the everyday lives of people at every level of society.” It can be further defined as working towards the realization of a world where all members of a society, regardless of background, have basic human rights and an equal opportunity to access the benefits of their society

Social justice is both a philosophical problem and an important issue in politics. It can be argued that everyone wishes to live in a just society, but different political ideologies have different conceptions of what a 'just society' actually is. The term "social justice" itself tends to be used by those ideologies who believe that present day society is highly unjust - and these are usually left-wing ideologies, advocating a more extensive use of democracy and income redistribution, a more egalitarian society and either a mixed economy or a non-market-based economic model. The right-wing has its own conception of social justice, but generally believes that it is best achieved through embracing meritocracy, the operation of a free market, and the promotion of philanthropy and charity. Both right and left tend to agree on the importance of rule of law, human rights, and some form of a welfare safety net (though the left supports this to a greater extent than the right).

Inclusiveness- all-encompassing, all-embracing;


GLOBAL FPLC Membership

  • Greg Pratt-Economics
  • Alex Avila-Political Science
  • Nora Reyes-Multicultural Education
  • Naomi Story-Teaching and Learning
  • Paul Elsner-Chancellor-emeritus/Global
  • Shereen Lerner-Anthropology/Culture
  • Amelia Wilson-Multicultural/Reading
  • Alison Whiting-Student leadership
  • Ida Mansourian-International Education
  • Patrice Nango-Philosophy and Religious Studies
  • Zeno Johnson, Sociology/Women and Health
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