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Teaching and Learning Global Political Economy for Undergraduates
Unformatted Document Text:  Achievement of these same outcomes when students are actively engaged in activities such as the end of the semester Simulation and Scenario Plan show a significantly “improved” ability. This supports the literature on ‘active learning’ and engaged classroom but also supports growing concerns about reading and writing abilities of the average College student. What proof if any can one present that students become more globally aware by taking this course on global political economy. Over the years I have fine tuned a self- reflective exercise (Employability Profile) that enables students to make international connections to their personal lives. This outcome helps students to ‘locate’ themselves in the global economy. The survey is divided into sections on employment history both in the formal and informal economy, habits as a consumer; the connection between ‘labor’ in global economy and their own labor skills, their plans for a career and the kind of work they desire but qualify for and finally non-economic considerations that ‘place’ them in the global political economic hierarchy. Students see that culture and economy are connected and often non-material factors such as race, gender, class contribute to not just their personal location in the global economy but also to hierarchical structuring as well as active resistance. In completing this exercise, I find that students are able to ‘locate themselves in the global economy’ and see the ‘international connections” to their personal and professional lives. But this exercise goes beyond making these connections; it raises the awareness of students that they impact the global economy with their consumptive habits, their location as subjects and activists at the core of the world economy. In addition, they understand that the collapse of the dollar, the financial difficulties, credit crunch and the Bhatti APSA T and L 2/08 17

Authors: Bhatti, Robina.
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Achievement of these same outcomes when students are actively engaged in activities
such as the end of the semester Simulation and Scenario Plan show a significantly
“improved” ability. This supports the literature on ‘active learning’ and engaged
classroom but also supports growing concerns about reading and writing abilities of the
average College student.
What proof if any can one present that students become more globally aware by
taking this course on global political economy. Over the years I have fine tuned a self-
reflective exercise (Employability Profile) that enables students to make international
connections to their personal lives. This outcome helps students to ‘locate’ themselves in
the global economy. The survey is divided into sections on employment history both in
the formal and informal economy, habits as a consumer; the connection between ‘labor’
in global economy and their own labor skills, their plans for a career and the kind of work
they desire but qualify for and finally non-economic considerations that ‘place’ them in
the global political economic hierarchy.
Students see that culture and economy are connected and often non-material
factors such as race, gender, class contribute to not just their personal location in the
global economy but also to hierarchical structuring as well as active resistance. In
completing this exercise, I find that students are able to ‘locate themselves in the global
economy’ and see the ‘international connections” to their personal and professional lives.
But this exercise goes beyond making these connections; it raises the awareness of
students that they impact the global economy with their consumptive habits, their
location as subjects and activists at the core of the world economy. In addition, they
understand that the collapse of the dollar, the financial difficulties, credit crunch and the
Bhatti APSA T and L 2/08
17


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