Sweatshops, Duke and the Global Economy
Facilitators:
Snehal Patel
sip@duke.edu
and
Casey Harrell
crh@duke.edu
(919) 613-1865
Wednesdays, 7 – 9 PM, Gilbert Addoms Commons Room
First Meeting, Wednesday, January 19, 2000
For more information about this course or other student facilitated courses, Break for a Change,
or the themes presented during this roundtable discussion, please feel free to contact me at
sip@duke.edu, 919.613.1865.
Course Synopsis/Goals:
All around the world nations and local communities alike are experiencing the effects of a
phenomenon known as globalization. In recent years, the use of sweatshop labor, particularly by multinational corporations, has captured attention through widely publicized scandals and exposes of
corporations accused of employing workers with sub-standard wages and working conditions with no
process allowing for worker empowerment. Student activists across the nation have united to pressure
their administrations to adopt codes of conduct that would enforce labor standards in the factories that
produce university goods. This interdisciplinary course will incorporate aspects of history, economics,
sociology, philosophy, political science and public policy as students and facilitators analyze the issues
of sweatshop labor in its historical and present forms, the ethics of our global society, and the ways in
which citizens can respond. This discourse shall be a critical inquiry into the larger questions of
globalization, development, human rights, and the roll of activism in impacting social and economic
issues.
Specifically, the course will revolve around the following questions that will be addressed
throughout the semester in a variety of reflective and interactive ways:
 What are the conditions that define a sweatshop? In what context do people accept and work under
sweatshop conditions?
 How are sweatshops related to the global economy?
 How do our lives in the US connect with the lives of people in other countries through the global
economy?
 What is meant by the terms “globalization” and “free trade”? Who benefits from globalization and
free trade? Can the benefits be shared more widely?
 Besides the issue of sweatshop labor, how does the global labor force and the multi-national
corporation fit into larger social and economic issues of development and human rights in the third
world? What responsibility, if any, do companies have to their employees, consumers, and
stockholders?
 How does one view sweatshop labor in light of classical economics? Are there other factors that
might influence the behavior of corporations and governments?
 What is the appropriate role of government and public policy in protecting workers, consumers, and
communities from the “free market”?
 What key principles should govern America’s trade policies and human rights policies with
“developing” nations?
 What is a “living wage”?
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 What is the role of labor unions in addressing the economic and social conditions of workers? What
role does the media play in informing the public about the quality of consumer goods, the conditions
of workplaces, and other issues? Should consumers care about the conditions under which products
are made?
 What is being done about sweatshop labor, and by whom? Which strategies are effective? What are
the effects of these actions on workers and production?
 How can communities, universities, and organizations try to control the way in which the global
economy (esp. relating to sweatshop-manufactured goods) affects them? Has political activism
among workers, consumers, and students changed “unfair” practices by private companies and
policies by government?
Basis for Grading:
 Attendance at 10 of 12 classes
 Preparation for and participation in class
 Satisfactory completion of two three-page analytical papers; students must display a critical
understanding of sweatshops and global labor in their historical context.
Required Texts:
Andrew Ross, ed. No Sweat: Fashion, Free Trade and the Rights of Garment Workers. New
York: Verso Publisher, 1997. (Available at the Regulator)
Course Pack, which includes all other required readings (will receive in class)
Recommended Readings:
Barnet, Richard and John Cavanagh. Global Dreams: Imperial Corporations and the New
WorldOrder. New York: Simon & Schuster, 1994.
Brecher, Jeremy and Tim Costello. Global Village or Global Pillage: Economic Reconstruction
from the Bottom Up. Boston: South End Press, 1994.
Additional Resources: Films
Global Village or Global Pillage. (Short documentary about contemporary sweatshop conditions in
Third World nations)
Guess Who Pockets the Difference? UNITE! 18 minute video in English and Spanish on sweatshop
conditions of US workers producing Guess jeans.
Mickey Mouse Goes to Haiti: Walt Disney and the Science of Exploitation. National Labor Committee.
1996 (17 mins.)
Norma Rae (1979 Academy Award-winning film, starring Sally Fields, based on the true story of a
Southern textile town, 117 min.)
Stop Sweatshops: A Partnership for Responsibility. UNITE!
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Sweating for a T-Shirt (23 min)
The Triangle Factory Fire Scandal (1979 made-for-TV dramatic film, 98 min.)
Uprising of ’34 (1995 documentary about a nationwide strike of textile workers in 1934, one hour)
WEEKLY TOPICS
Night 1 (Jan. 19): Introduction to Class
In the class, we will introduce the logistics of the class and expectations. We will establish questions
students have about labor issues before coming to this class and why they have the beliefs/opinions that
they do. In addition, we will decide on class rules as a group. Finally, we will discuss course goals and
introduce the Spring Break Trip to New York.
Night 2 (Feb. 2): What is a Sweatshop?
For this class we will analyze what defines a sweatshop. From this working definition we discuss who
are the major players in sweatshop industries (specifically the garment industry).
Questions:
What is the definition of a sweatshop, in legal, historical, and practical terms?
Who are the major players in sweatshop industries?
Video: “Zoned for Slavery” National Labor Committee (23 min.), “Something to Hide” (25 min.)
Required Reading:
REQUIRED READING IS TO BE COMPLETED BEFORE THE CLASS IN WHICH IT IS
ASSIGNED
Teaching to Transgress: Education as the Practice of Freedom, New York: Routledge, 1992. p
13-22
No Sweat, p. 5-39
Buford, Bill. “Sweat is Good”. The New Yorker, April 26 and May 3, 1999
United Students Against Sweatshops organizing manual, p. 6-7
Cooper, Marc. “Uniting Workers and Students, A New Movement is Born” The Nation, June 7,
1999
Suggested Readings (not in Course Pak):
Krupat, Kitty. "From War Zone to Free Trade Zone: a History of the National Labor Committee,"
No Sweat, p. 51-77
Ross, Andrew, "After the Year of the Sweatshop: Postscript," No Sweat, p. 291-296
Braid, Mary. "Breadline Britain: Only Sweatshops for Laboring Classes" The Independent.
London (Oct 22, 1998)
"Aussie Sweatshops Using Child Labour" The Straits Times. (Singapore) 8/27/98
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Assignment 1: Choose two or more articles assigned in the course pack or No Sweat through week six
and write a 3 page analysis on how the study (article) uses language and assumptions to relate the issue.
Things to consider may include, but are not limited to the style the author uses, the intended audience,
and the author’s purpose in writing the article. (Due on Night 7—Week before Spring Break)
Night 3 (Feb. 9): Globalization and Development Theory
The class will seek a definition of globalization from the perspective of development theory and
testimonies of the impact that globalization has had on communities.
Questions:
How can globalization be defined?
Do these definitions resonate with your own experiences? Why or why not? How do multinational corporations relate to sweatshops and global labor issues?
Required Readings:
Weisbrot, Mark. Globalization: A Primer. The Preamble Center, Washington, DC
Folbre, Nancy. The New Field Guide to the U.S. Economy. The Center for Popular Economics.
New York: New Press, 1995
Piore, Michael. “The Economics of the Sweatshop”, No Sweat, p. 135-141
“Race to the Bottom,” Global Village or Global Pillage, chapter one. p. 15-33
“The Age of Globalization,” Global Dreams, p. 13-22
Krugman, Paul. “What Do Undergrads Need To Know About Trade?”, American Economics
Association Papers and Proceedings, 1993, p.23-26
Mussa, Michael. “Making the Practical Case for Freer Trade”, American Economics Association
Papers and Proceedings, 1993 p. 372-376
Suggested Readings:
Keohane, Robert O. “Globalization and Governance”, Keynote Address, Conference on
International Institutions, Global Processes, Domestics Consequences. Duke University,
April 9, 1999
French, John D (Professor of History, Duke University). “Labor and NAFTA” Nationalist
Reflexes and Transnational Imperatives in North America, presented at a talk in
Washington, September 28-30, 1995 of LASA
“Beyond the WTO: Alternatives to Economic Globalization”: A Preliminary Report by a Task
Force of the International Forum on Globalization, November 26, 1999
A New Strategy for Trade and Development” International Confederation of Free Trade Unions
(ICTFU), Statement on the Agenda for the Third Ministerial Conference of the World
Trade Organization
Wallerstein, “The Rise and Future Demise of the World Capitalist System: Concepts for
Comparative Analysis, African Studies Review, Vol. 17, April 1974.
Kernaghan, Charles. “Paying to Lose Our Jobs”, No Sweat, p. 79-93
Night 4 (Feb. 16): Opposing Views to Development Theory
This night will look critically at both the neoclassic economic model and the neoliberal model of
development and contrast them with proposed alternatives.
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Questions:
What factors are driving the recent/current globalization of manufacturing?
What is the overall magnitude of the phenomenon, and why is this happening, not just in apparel
but far more generally?
Is the U.S. economy hallowing out, or experiencing some kind of win-win benefits in which its
own economy is improving but its production is also improving the economies of poorer
countries?
Is traditional development theory practical, and does it work?
Required Readings:
Gereffi, Gary. “Can the Americas Wrap Up the Full Package Market?” Bobbin Magazine.
Handout, Views on U.S. options in Trade Policy (2 pages)
Costello, Tim. “Local Organizing in a Global Economy” Economic Policy Convening Project,
Sante Fe, New Mexico, July 13, 1996
Shrybman, Steven. The World Trade Organization: A Citizen’s Guide, p.105-110
“Maquiladoras: A Preview of NAFTA.” Maquila Solidarity Network. 1995.
www.web.net/~msn/5maq2.html
“Rights and Trade”. International Union Rights: Vol.5, Issue 3, 1998, p. 26-27
Singer, Sally. “Rat-Catching: An Interview with Bud Konehim”, No Sweat p.123-134
“Coherence in the World Trade Agenda” – The Challenge for the WTO”, International
Confederation of Free Trade Unions’ (ICTFU) comments on preparations for the 3 rd
Ministerial Conference of the World Trade Organization
Krugman, Paul. “Enemies of the WTO”, Slate, November, 23, 1999
“Development, Environment and Trade: Statement to the High-Level Symposia of the World
Trade Organisation on ‘Trade and Environment’ and ‘Trade and Development’, ICTFU
“A Short History of Globalization in the South”, Southern Exposure, Summer/Fall 1998
“How IMF/World Bank Policies Encourage Sweatshops and Lower Wages: A Primer for Student
Activists”, Preamble Center in Washington, DC
Sachs, Jeffrey. “Global Capitalism: Making it Work”, The Economist, September 18, 1998
Suggested Readings:
World Development Report 1995: Workers in an Integrating World. “Which Development
Strategies Are Good For Workers?” p.15-41
“Building Workers’ Human Rights Into The Global Trading System”, International
Confederation of Free Trade Unions
Barker, Debi and Jerry Mander. “Invisible Government: The World Trade Organization
Global Environment for the New Millennium?” A Primer by The International Forum on
Globalization
Smith, Paul. “Tommy Hilfiger in the Age of Mass Customizations”, No Sweat, p.249-262
Night 5 (Feb. 23): Corporate and Market Ethics/Why the Garment Industry
This class is split between two topics. We will first focus on ethical issues that directly or indirectly
related to sweatshops. Then we will discuss why this course has been tailored specifically to the garment
industry. We will hopefully cover a basic history of the garment industry and trace the evolution of the
sweatshop. Furthermore we will explain how organized labor has evolved within the garment industry as
a whole.
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Questions:
How has the apparel industry developed over the ages?
How has the development of systems of subcontracting and transnational production affected the
apparel industry?
How has historical development in unionization and labor standards affected the development of
the apparel industry?
What are some historical trends and major issues in the corporate marketing of apparel products?
Guest Speaker: Professor Gary Gereffi, Dept. of Sociology, Duke University
Required Readings:
Ross, Robert. The New Sweatshops in the United States: How New, How Real, How Many and
Why? p. 1-27
Liebhold, Peter and Harry R. Rubenstein. “Between a Rock and a Hard Place: The National
Museum of American History’s Exhibition on Sweatshops, 1820-Present”, Labor’s
Heritage, Vol. 9 No. 4
Givhan, Robin. “The Problem with Ugly Chic”, No Sweat, p. 263-274
Press, Eual. “Sweatshopping”, No Sweat, p.221-226
Ballinger, Jeff. “Nike in Indonesia”, Dissent, Fall 1998
The Globe Trotting Sneaker, handout from USAS manual
Suggested Readings:
Ong, Aihwa. “The Gender and Labor Politics of Postmodernity.” Annual Review of
Anthropology: 1991. 20: 279-309.
Hall, Jacquelyn, Robert Korstad and James Leloudis, “Cotton Mill People: Work, Community,
and Protest in the Textile South, 1880-1940.” American Historical Review, vol. 91 (2):
April 1986, 245-287.
Schmiechen, James. Sweated Industries and Sweated Labor: The London Clothing Trade, 18601914, ch. 7
Black, Clementine. Sweated Industry, Duckworth Publishers
Wark, McKenzie. “Fashion as a Culture Industry,” No Sweat, p. 227-248
McRobbie, “A New Kind of Rag Trade”, No Sweat, p.275-289
Night 6 (Mar. 1): Human Rights/Labor Rights
This night will focus on the rights of workers and consider the societal, as well as economic, implications
of sweatshop labor from a human rights perspective.
Questions:
What are universal human rights?
Are there universal labor rights? If so, what?
What official standing do international principles and standards of human rights have?
Are human rights denied to sweatshop laborers?
How can workers attain basic human rights?
What ethical obligations does a business corporation have toward international or universal
ethical principles such as human rights?
Are business-initiated codes of conduct affectiving in ensuring basic human rights?
Guest Speaker: Professor Elizabeth Kiss, Director – Kenan Ethics Program, Duke University
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Required Readings:
Russell, Grahame. “Human Rights: Solution to, or Problem of Globalization?” Rights Action,
November 1999
ILO Declaration on Fundamental Principles and Rights at Work (web address).
http://www.ilo.org/public/english/standards/index.htm
“Workers’ Rights at the World Trade Organization and in U.S. Trade Policy”, AFL-CIO
document
Uno, Saika. “Corporate Codes of Conduct and the Multilateral Approach: How are Workers’
Rights Really Protected?” Prepared for panel on Labor Standards and Human Rights,
Duke University, April 9-11, 1999
Krugman, Paul. “In Praise of Cheap Labor”, Slate, March 20, 1997
“Maquila and Solidarity: Thoughts and Tools for Student Anti-Sweatshop Activists”, Campaign
for Labor Rights
Monshipouri, Mahomood. Democratization, Liberalization and Human Rights in the Third
World. p. 5-24, 49-70
Suggested Readings:
Hutchins, B.L. Homework and the Causes of Sweating. Fabian Tract No. 130, London, 1907
Spielberg, Elinor. “The Myth of Nimble Fingers”, No Sweat, p.113-122
Wolf, Diane. “Factory Daughters: Gender, State and Industrial Capital” in Fantasizing the
Feminine in Indonesia, ed. Sears, Laurie J. Durham: Duke UP, 1996: 140-162.
Night 7 (Mar. 8): Living Wages
This night will focus on basic living wages and how they are essential for workers. We will also discuss
the economic and societal impacts that living wages would have on corporations and foreign nations.
Questions:
What is a living wage?
Is a living wage economically wise?
How are living wages determined?
How does a living wage differ from a minimum wage?
How can living wages be enforced?
Assignment 1 Due
Required Readings:
Schilling, David. “The Benefits of Paying a Living Wage.” Global Finance, September 1998,
p.26. (1 pg.)
“Summary of Research on Living Wage Ordinances.” ACORN National Living Wage Resource
Center. February 1999. www.livingwagecampaign.org/impact-summary.html (3 pgs)
“Living Wage Ordinances: Violating Equal Protection Under the Law.” Public Purpose
Organization. July 1996. www.publicpurpose.com/pp-lwage.html (2 pgs.)
“Responses to Common Anti-Living Wage Arguments: Real Evidence Refutes Business Scare
Tactics.” ACORN National Living Wage Resource Center. April 1998.
www.livingwagecampaign.org/responses-to-common-anti-lwage-arguments.html (6 pgs.)
United for a Fair Economy. “Campus Living Wage Manual.” (also found at www.stw.org). (17
pgs.)
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“A Working Living Wage Methodology.” Sweatshop Watch.
www.igc.apc.org/swatch/wages/formula.html (2 pgs)
Kennan, John. “The Elusive Effects of Minimum Wages.” Journal of Economic Literature:
December 1995. Vol 33: 1950-1965. (16 pgs.)
“How is Income Distributed in the U.S.?” 1993 (2 pgs.)
Mondragon, Manuel. “Maquiladora Worker Purchasing Power Study: Matamoros, Tamps.” 4
February 1999. (2 pgs.)
“Glossary of Codes and Consortium.” United Students Against Sweatshops Organizing Manual,
1999. (1 pg.)
“A Guide to the USAS Model Code of Conduct.” United Students Against Sweatshops
Organizing Manual, 1999. (5 pgs.)
“Worker Rights Consortium.” United Students Against Sweatshops Organizing Manual, 1999.
(10 pgs.)
Suggested Readings:
"Was Your School Cap Made in a Sweatshop." A UNITE Report on Campus Caps made by BJ
& B in the Dominican Republic that establishes the importance of living wages. Found
at http://www.uniteunion.org/sweatshops/schoolcap/schoolcap.html. (6 pgs.)
Rosenbalm, Ruth. "How to Conduct Purchasing Price Index Study." CREA (Center for
Reflection, Education, and Action). (52 pgs.)
Black, Clementina. Sweated Industry and the Minimum Wage. (1907) Introduction by A. G.
Gardiner (Chairman of the Executive Committee of the National Anti-Sweating League):
Why does sweating exist? Why is it wrong? Short history of the Sweatshop movement in
Great Britain (ix-xxiv)
Spring Break Trip to New York City!!!
Night 8 (Mar. 22): Human Rights Monitoring
This class will focus on the monitoring of world-wide factory locations and its importance in making sure
that corporations and factories are complying with standard codes of conduct.
Questions:
How is monitoring performed?
What are the most effective and ineffective methods of monitoring?
What is independent monitoring?
What are some critiques of monitoring performed by for-profit corporate auditing firms?
How is monitoring dependent on the public disclosure of factory names.
Tentative Guest Speaker: Professor Robert Keohane, James B. Duke Professor of Political Science, Duke
University
Required Readings:
U.S. Department of Labor. “Protecting America’s Garment Workers: A Monitoring Guide.”
October 1998. (5 pgs.)
Labour Rights in China. “No Illusions: Against the Global Cosmetic SA8000.” June 1999. (also
found at http://www.china-labour.org.hk/9907e/e_sa8000.htm). (15 pgs.)
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Ernst & Young. “ Enrst & Young Environmental and Labor Practice Audit of the Tae Kwang
Vina Industrial Ltd. Co., Vietnam.” www.corpwatch.org/trac/nike/ernst/audit.html. (14
pgs.)
O’Rourke, Dara. “Smoke from a Hired Gun: A Critique of Nike’s Labor and Environmental
Auditing in Vietnam as Performed by Ernst & Young.”
www.corpwatch.org/trac/nike/ernst/trac.html (9 pgs.)
Bissell, Trim. “Historical Analysis of the Fair Labor Association.” United Students Against
Sweatshops Organizing Manual, 1999. (10 pgs.)
“The FLA and Pricewaterhouse in Action: A typical ‘monitoring’ visit by PwC.” United
Students Against Sweatshops Organizing Manual, 1999. (6 pgs.)
Jeffcot, Bob and Lynda Yanz. “Voluntary Codes of Conduct: Do They Strengthen or Undermine
Government Regulation and Worker Organizing?” Maquila Solidarity Network. 18
October 1999. www.web.net/~msn/5codes3.html (18 pgs)
“The Case for Full Public Disclosure.” United Students Against Sweatshops Organizing Manual,
1999. (5 pgs.)
Interfaith Center on Corporate Responsibility. “Fact-Finding Report on Footwear
Manufacturing: Nike and Reebok Plants in Indonesia, Vietnam, China.” The Corporate
Examiner, Vol. 26 (9-10), 31 July 1998. (23 pgs.)
Peters, Cynthia. “Progressive Causes Provide Marketing Opportunities.” Znet.
http://zmag.org/ZSustainers/ZDaily/2000-02/07peters.htm. Feb 7, 2000.
Suggested Readings:
Fair Labor Association. Proposed System of Monitoring (1-33). With: Descenting Opinions by
the Interfaith Center on Corporate Responsiblity and the AFL-CIO (10 pgs).
National Labor Committee, "An Appeal to Walt Disney," No Sweat, p. 95-112.
Illustrates problems encountered in monitoring efforts.
"Social Accountability 8000 (Case-Study on Monitoring). Council on Economic Priorities (114).
Martin, Larry K. "Monitoring and Compliance Activities by the US Apparel Industry.
(President of American Apparel Manufacturers Association) Oversight and
Investigations Subcommittee of the House Education and the Workforce Committee. 25
Sept 1998.
Schwartz and McKovins. Topic: Police Patrol vs. Fireman Style Monitoring.
Assignment 2: Analyze one or more of the major themes/issues discussed in class (i.e. globalization,
living wages, human rights, monitoring, etc.) from at least 2 different perspectives involved in the
sweatshop controversy (i.e. corporate CEO, manager, store owner, government official, student, human
rights activist, garment workers, workers from other industries, consumers, etc.)
You may present your analysis in one of the following forms:
Short skit
Debate
Letter from a college activist to his/her parents (relating any of the above issues)
Newspaper Editorial
(3 pages minimum Due on Night 11)
Night 9 (Mar. 29): Civil Society and the Public: Responses to Globalization and Sweatshops
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A look at the responses by different global agencies and organizations in civil society to the effects of
globalization and the issue of sweatshop labor. We will also analyze the development and mission of
United Students Against Sweatshops as a national level campaign and a local level struggle at Duke
University.
Questions:
What student groups, labor and human-rights activist and others among civil society are
addressing sweatshop labor and affect the behavior of businesses in the global economy?
What actions are taking place, especially at universities like Duke?
Why have labor unions, faith-based organizations, and other groups taken an interest in these
issues?
What ethical principles should universities use to guide their relationships with corporate
partners and sponsors?
Required Readings:
“A Brief History of United Students Against Sweatshops.” United Students Against Sweatshops
Organizing Manual, 1999. (2 pgs.)
Kull, Steven. “Americans on Globalization: A Study of US Public Attitudes.” Program on
International Policy Attitudes. Found at www.pipa.org/OnlineReports/global_rep.html
(18 pgs.)
Smith, Jim. “Unions from 61 Countries Meet.” Z Magazine. November 1997.
www.zmag.org/zmag/articles/nov97smith.html (2 pgs.)
Howard, Alan. “Partners in Sweat.” The Nation, 28 December 1998, pg. 96. (1 pg.)
“The Truth About that ‘Sweat Free’ Label.” Alexander Cockburn’s CounterPunch Magazine. 115 November 1998. (1 pg.)
Greenhouse, Steven. “Two Protests by Students Over Wages for Workers.” New York Times.
31 January 1999. (1 pg.)
“Sweatshop Protest Ends with Agreement at Duke.” New York Times. 1 February 1999. (1 pg.)
Marklein, Mary Beth. “Heated Campus Controvery Yields Sweatshop Compromise.” USA
Today. 3 February 1999. (1 pg.)
Greenhouse, Steven. “Activism Surges at Campuses Nationwide, and Labor is at Issue.” New
York Times. 29 March 1999. (1 pg.)
Greenhouse, Steven. “Student Critics Push Attacks on an Association Meant to Prevent
Sweatshops.” New York Times. 25 April 1999. (1 pg.)
Appea, Pamela J. “Sweatshop Debate: Students seek changes in clothes-licensing deals.”
Chicago Tribune. 27 March 1999 (1 pg.)
“Sweat-Free Campus Campaign Outline.” United Students Against Sweatshops Organizing
Manual, 1999. (4 pgs.)
Barna, Martin. “Work Ethics.” Towerview. Duke University, 16-17. (2 pgs.)
Szoka, Berin. “SAS Misunderstands the Nature of Rights.” The Duke Review, 1999. (2 pgs.)
Agents of Change: A Handbook for Student Labor Activists. AFL-CIO, 1999, 1-88 (45 pgs.)
Suggested Readings:
“Cuisines from Around the World.” The Activist Cookbook, 323-329.
“A Citizen’s Guide to the World Trade Organization.” The Working Group on the WTO/MAI,
July 1999, 1-20.
"Behind Closed Doors." www.nlcnet.org/behindclosed/toc.htm Student Delegation Report from
the National Labor Committee. Reports by the several students that went to Central
America during the summer of 1998 to witness sweatshops and living conditions.
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Night 10 (Apr. 5): Other “Sweatshop” Industries
A look at other industries that demonstrate similar labor and industrial traits as the garment “sweatshop”
industry.
Questions:
What are other industries that demonstrate sweatshop characteristics?
What are some of these characteristics?
Why are these characteristics found in other industries?
Guest Speakers: Professor Greg Grandin (Faculty Sponsor), Dept. of History, Duke University
Paul Ortiz, Graduate Student, Dept. of History, Farm Labor Organizing Committee Organizer
Required Readings:
Ross, Andrew. “On Applying No Sweat Elsewhere.” New Labor Forum. Spring 1999. (9 pgs.)
Smith-Nonini, Sandy. “Uprooting Injustice: A Report on Working Conditions for North Carolina
Farmworkers and the Farm Labor Organizing Committee’s Mt. Olive Initiative.” The
Institute for Southern Studies. (16 pgs.)
“A Whirlwind Tour with Your Guide Tomasito, the Tomato.” Correspondencia. May 1994. (2
pgs.)
“What’s Wrong with Right to Work.” AFL-CIO, 1999. (6 pgs.)
Suggested Readings:
“Fields of Poison: California Farmworkers and Pesticides.” Pesticide Action Network North
America Regional Center, 1999, 1-49.
Night 11 (Apr. 12): Complexities in Labor/Industrial Relations
This night will take a critical look at the complexities in relations between labor and industrial
organizations.
Questions:
Why has the relationship between labor and industry leaders been in conflict throughout history?
How has capitalism and imperialism played into this conflict?
How have industry leaders and workers perpetuated this conflict?
Assignment 2 Due
Required Readings:
Lim, Linda Y. C. “Capitalism, Imperialism, and Patriarchy: The Dilemma of Third-World
Women Workers in Multinational Factories.” Capitalism, Imperialism, and Patriarchy,
70-90. (11 pgs.)
Cook, Christopher D. “The Downsizing of Labor Rights.” Z Magazine. March 1997.
www.zmag.org/zmag/articles/mar97cook.html (6 pgs.)
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“Public Policy and Labor Standards,” “The Role of Unions,” “Dealing with Income Insecurity,” “
Policy Choices and the Prospects for Workers,” World Bank Development Report 1995,
1995. (15 pgs.)
Packet of articles on Nike relations with workers and unions in Indonesia. (12 pgs.)
Suggested Readings:
Schmiechen, James A. Sweated Industries and Sweated Labor: The London Clothing Trades
1860-1914. (1984)
Doonesbury Cartoons. www.si.edu/organiza/mus.../ve/sweatshops/ffchain/4t8.htm
Night 12 (Apr. 19): Reflections
Reflection of the issues that were covered over the semester. Completion of evaluation forms.
Questions:
How has your understanding of sweatshops changed over the course?
Is the issue of sweatshop labor relevant to greater debates in globalization and development
theory?
Has the format of this course facilitated learning about this subject?
How will you act (in the future) with what you have learned?
Required Readings:
Scott, Jerome and Walda Katz-Fishman. “Movement Building for Our Times: Why Popular
Education Now?” Project South: Institute for the Elimination of Poverty and Genocide.
Cardella, Mary Ellen. “School-to-Work: A Corporate Raid on Public Education.” Z Magazine.
October 1996. www.zmag.org/zmag/articles/oct96cardella.html (7 pgs.)
Suggested Readings:
Hutchins, B. L. Home Work and Sweating, the Causes and the Remedies. London, The Fabian
Society (1907) (335 F118, no. 130)
This article/submission to the Fabian Society looks at what is meant by the sweating
system (defines sweating as 1)unduly low rates of wages; 2) excessive hours of
labor; 3) unsanitary state of workplaces.) It discusses the sweater, the machinery,
and the sub-contracting that is responsible for the sweating industry. Immigration
and industrial growth as well as home working. Next, it looks at the remedy for the
sweating industry: public employment, anti-sweating clauses in all public contracts,
trade unions, enforcement of the factory and public health acts, and amendments of
the law. Discusses why sweating pays the sweater; Wages; Sweating has not been
cheap to the community; What has been done; Consumers' Leagues and Trade Union
Labels; Protection of Home Industries; How Wages have been raised.
“A Very Popular Economic Education Sampler.” Highlander Research and Education
Center. (71-107, 323-338).
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