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Teaching and Learning Global Political Economy for Undergraduates
Unformatted Document Text:  Teaching and Learning Global Political Economy for Undergraduates Robina Bhatti Global Studies Department California State University, Monterey Bay Paper prepared for American Political Science Association Teaching and Learning Conference February 2008 First Draft: Do Not Quote Introduction: What is the case for internationalizing the teaching and learning of Global Political Economy (GPE)? The subject matter of GPE is a changing world economy and this paper asserts that many recent changes have failed to register in its teaching and learning. ‘Getting it’ about internationalizing (Barber 2007: 105) at American institutions of Higher Education remains an uphill task as this process is marked by some fundamental contradictions for teaching locally in order to learn globally. The scholarship of teaching and learning places the learner at the center of its efforts and in doing so advocates that our knowledge, understandings and explanations be relevant for the life experiences and expectations of the typical student on our campuses. Teaching GPE to students located in the core of this global economy i.e. the United States economy can be challenging. The common assumption, despite recent economic downturns and gathering storms, is that what ever ‘matters’ to the global economy is ‘happening here’. The general perception at the undergraduate level is that the United States economy that makes the world go Bhatti APSA T and L 2/08 1

Authors: Bhatti, Robina.
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Teaching and Learning Global Political Economy for Undergraduates
Robina Bhatti
Global Studies Department
California State University, Monterey Bay
Paper prepared for American Political Science Association
Teaching and Learning Conference
February 2008
First Draft: Do Not Quote
Introduction:
What is the case for internationalizing the teaching and learning of Global Political
Economy (GPE)? The subject matter of GPE is a changing world economy and this paper
asserts that many recent changes have failed to register in its teaching and learning.
‘Getting it’ about internationalizing (Barber 2007: 105) at American institutions of
Higher Education remains an uphill task as this process is marked by some fundamental
contradictions for teaching locally in order to learn globally. The scholarship of teaching
and learning places the learner at the center of its efforts and in doing so advocates that
our knowledge, understandings and explanations be relevant for the life experiences and
expectations of the typical student on our campuses. Teaching GPE to students located in
the core of this global economy i.e. the United States economy can be challenging. The
common assumption, despite recent economic downturns and gathering storms, is that
what ever ‘matters’ to the global economy is ‘happening here’. The general perception at
the undergraduate level is that the United States economy that makes the world go
Bhatti APSA T and L 2/08
1


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