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Who Are You Wearing? Using the Red-Carpet Question Pedagogically
Unformatted Document Text:  that?” Always try to maintain a positive and supportive classroom environment; disagreement should be constructive and never personal. Fourth, an opportunity for synthesis and reflection should be included. This provides students with an opportunity to consider how their initial ideas may have changed due to additional input or perspectives shared by group members, classmates, or the instructor. This can be in the form of a ‘debriefing’ at the end of the case, or as part of a writing assignment. In my class, I followed the case study with a class period looking at the response from Nike after the sweatshop controversy, and a discussion of this in context of other video material (see Sample 2 in Appendix). Overall, the case discussion should focus on shared material, nominally the case being discussed. Outside material should be dissuaded, as not all students will have had the opportunity to access or evaluate it. One notable exception may be if the instructor wants to draw in material from earlier in the class or from the book (e.g., McMichael 2004). In this instance, valuable connections beyond the case study can be raised, and such reference may be a good way of connecting the case study to recurrent themes of the class. For this module, Nike provided a good choice for a case, as it tied-in nicely with the “closet experiment” and also segued with other available video and visual material. D. Video and Visual Material It is both good and bad that there is a wealth of video and visual material to use as a teaching supplement. It is good because there is no excuse not to use something to break up the standard lecture format. Unfortunately, not all of it is high quality, unbiased, or of a time limit conducive to classroom use. Also, it should go without saying that instructors should have a purpose driving their use of video material, 9

Authors: Carlson, Jon.
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that?” Always try to maintain a positive and supportive classroom environment;
disagreement should be constructive and never personal. Fourth, an opportunity for
synthesis and reflection should be included. This provides students with an opportunity
to consider how their initial ideas may have changed due to additional input or
perspectives shared by group members, classmates, or the instructor. This can be in the
form of a ‘debriefing’ at the end of the case, or as part of a writing assignment. In my
class, I followed the case study with a class period looking at the response from Nike
after the sweatshop controversy, and a discussion of this in context of other video
material (see Sample 2 in Appendix).
Overall, the case discussion should focus on shared material, nominally the case
being discussed. Outside material should be dissuaded, as not all students will have had
the opportunity to access or evaluate it. One notable exception may be if the instructor
wants to draw in material from earlier in the class or from the book (e.g., McMichael
2004). In this instance, valuable connections beyond the case study can be raised, and
such reference may be a good way of connecting the case study to recurrent themes of the
class. For this module, Nike provided a good choice for a case, as it tied-in nicely with
the “closet experiment” and also segued with other available video and visual material.
D. Video and Visual Material
It is both good and bad that there is a wealth of video and visual material
to use as a teaching supplement. It is good because there is no excuse not to use
something to break up the standard lecture format. Unfortunately, not all of it is high
quality, unbiased, or of a time limit conducive to classroom use. Also, it should go
without saying that instructors should have a purpose driving their use of video material,
9


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