Human Trafficking and Contemporary Slavery
Gender & Women’s Studies 401 & 501, Spring 2013
We Who Believe in Freedom
Syllabus Date: January 17, 2013
Prof. Donna M. Hughes, PhD
Gender & Women’s Studies Program
http://www.uri.edu/artsci/wms/hughes
Course meets on Tuesdays, 12:30-1:45
306 Swan Hall & online on Sakai
Course Description
Human Trafficking and Contemporary Slavery is an advanced undergraduate course that focuses on
human trafficking and slavery. Types of trafficking and slavery to be covered include sex trafficking,
bonded labor, forced labor, peonage, child soldiers, chattel slavery, and domestic servant slavery. The
contributing roles of the state, organized crime, the media, culture, and corruption will be examined. It
will review the debates about defining trafficking and the connection between sex trafficking and
prostitution. Course materials include testimonies and autobiographies by survivors, research reports,
theoretical essays, policy statements, expert testimonies, podcasts and videos.
If you do not wish to continue with this class, you must drop the course. If you do not complete the
course, but are still on the roster when grades are calculated, you will be given a failing (“F”) grade. It
is your responsibility to drop the course.
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Required Books
You can purchase books from the URI bookstore or order them online from sellers such as
Amazon.com. Copies of the books are on reserve in the URI Kingston library. You can go to the library
to read the assignments if you are not able to purchase the books.
1) Slavery by Another Name: The Re-Enslavement of Black Americans from the Civil War to World
War II, Douglas A. Blackmon, Anchor Books, Random House, 2008
2) Human Trafficking: A Global Perspective, Louise Shelley, Cambridge University Press, 2010
Additional readings will be available online through Sakai.
Web Sites
Office to Monitor and Combat Trafficking in Persons, U.S. State Department http://www.state.gov/j/tip/
Child Exploitation and Obscenity Section, U.S. Department of Justice
http://www.usdoj.gov/criminal/ceos/
American Anti-Slavery Group http://www.iabolish.com/
Polaris Project http://www.polarisproject.org/polarisproject/
Coalition Against Trafficking in Women http://www.catwinternational.org/
Prostitution Research and Education http://www.prostitutionresearch.com/
Global Centurions http://www.globalcenturion.org/
Shared Hope International http://www.sharedhope.org/
Anti-Slavery Society http://www.anti-slaverysociety.org/
Human Trafficking http://www.humantrafficking.org/
International Organization for Migration, http://www.iom.int
Free the Slaves http://www.freetheslaves.net/
Anti-Slavery http://www.antislavery.org/
Accommodation for disabilities
Any students with documented disabilities are invited to consult with the instructor to arrange any
accommodations to help insure their optimal performance in the course.
Additional help: The Academic Enhancement Center
The work in this course is complex. If you need assistance with writing, studying or organizing your
work, it's a good idea to seek help at the Academic Enhancement Center (AEC) in Roosevelt Hall. AEC
tutors can answer questions, clarify concepts, check your understanding, and help you to study. You can
make an appointment or walk in anytime during office hours. For a schedule of when tutors are
available, go to www.uri.edu/aec call (401) 874-2367, or stop by the fourth floor in Roosevelt Hall.
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Intellectual integrity
Studying together, discussing the content of the course and discussing ideas for essays is encouraged,
but all written work and responses on exams must be your personal, original work. Cheating is
prohibited. All sources used in written work should be cited according to recognized citation format (list
of sources at end of paper; in-text parenthetical citations for all use of ideas and for all paraphrasing;
quotations around direct quotes). Any written work that is taken from another source without proper
citation or copied from another student will receive a failing grade, and in case of serious violation, the
student may fail the course and be subject to disciplinary action, such as suspension. Consult any good
English handbook or visit MLA on-line for proper citation format. Either MLA or APA citation is
acceptable.
Internet and Browser Requirements
Important! Internet and Browser Requirements. You must follow these user instructions or you
may not be able to successfully complete assignments, including exams.
All announcements and email will be sent to your URI account. No exceptions. You must configure
your email so that you regularly receive email from this account. If you don’t know how to do that,
contact the HELP Desk (874 –HELP).
A high-speed internet connection is required to work with Sakai. Do not use a dial-up connection, and
do not use AOL to connect to Sakai. Mozilla Firefox, which runs on all platforms (PC, Mac, and
Unix/Linux) is the preferred browser for Sakai. Please be sure to update Firefox on your computer:
Firefox is up to version 18 now. Be sure to keep your browser up to date: some Sakai display elements
will not render properly on older versions of Firefox. The browser/web editor Sea Monkey is based on a
copy of Firefox, and should also work correctly with Sakai.
To use Sakai, set your browser to permit pop-ups. Contact the URI Helpdesk if you need assistance
with browser set-up for Sakai.
Audio and Video Files
There are audio podcasts for you to listen to and movies for you to watch. (There is information on
where to obtain video and podcast players on the Sakai Gateway page under Podcasts and Media.) To
reduce the size of the files, they are in flash movie (.flv), mp4, or .wmv formats. You may have plug-ins
installed in your web browser that will enable you to view these movies, but you can download free
stand alone software programs that will play them. 1) VLC Player (http://www.videolan.org/vlc/). 2)
Free Quicktime 7 can be downloaded from http://www.apple.com/quicktime/download (There is a
Windows version available). Quicktime will play MPEG-4 movies. You can also play them on your
iPod. 3) Free RealPlayer can be downloaded from http://www.real.com/ RealPlayer will play the Flash
(.flv) movies. 4) The podcasts are mpeg3 files. They will play on your iPod or in Quicktime. You can
also download a free Flash Video player called FLV Player (http://www.download.com/FLVPlayer/3000-2139_4-10467081.html)
Audio and video files are larger than text files. It is best if you have a high-speed Internet connection. If
you do not, I suggest you go to a public location, such as a library or campus computer lab, download
the files and take them home to play. You may need to save the files to your desktop or a folder you set
up before they will play. (You can save them on a USB thumb drive.) URI does not have a streaming
video server, so you must wait until the file downloads completely before it will begin playing.
The files are reduced to the smallest size possible, so they will only be 2 or 3 inches on each side in the
window. If you try to view them in a larger window, the image will pixelate and distort. If that happens,
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reduce the size of the window.
Technical Problems with Sakai
If you have trouble with Sakai, call the Computer Helpdesk (1-401-874-HELP). You must resolve your
technical computer problems using assistance from the Helpdesk. I can’t provide technical assistance, so
go directly to the Helpdesk when you have a problem.
Pedagogy
I have found that online discussions change the dynamics of the student-professor relationship. In the
classroom, I direct attention to particular topics and ask students questions. I ask other students
questions to generate a discussion. Online, I have a more passive, responsive role. Students become
responsible for initiating discussion and asking questions. I respond after reading postings by students.
Therefore, I encourage you to be active and take responsibility for starting discussions and asking
questions. I read all the postings.
I have also found that in contrast to the classroom where the flow of interaction is between the professor
and each individual student, online, students interact more with each other. I become more of a
moderator of the discussion, instead of the leader. Therefore, I encourage you to immediately begin
getting to know one another and start discussing topics. I read every posting and if the discussion is
going well, I don’t intervene. I may drop you a personal note by email to comment on your posting.
Image of Yourself Required
You must upload a digital image of yourself in which your face is clearly visible into your Profile in
Sakai. Informal images are acceptable, including photos of you and your pet, but they should be
appropriate for a classroom setting. (For example, do not upload pictures of your boyfriend/girlfriend or
images in which you are not fully dressed.)
Discussion Requirements
Each week, you are required to participate in an online discussion about the readings and videos and
weekly news.
Each week, post at least three thoughtful comments about the readings, podcasts, and videos. Students
who get higher grades usually post more than the minimum number of posts. Include personal
experience when it is relevant. A discussion is not a short answer quiz. You have not adequately
participated in the discussion if you briefly give an answer to the topic question.
You may post an original comment about the readings, podcasts or videos. Open a topic in the
discussion forum. Give it a descriptive title (Not "Week 2"). Comments should be at least 300 to 400
words in length. Your writings should further reflect the theme of the week’s readings, podcasts and
videos. Integrate ideas from more than one reading. Or you may respond to another student’s comment
or a comment from the professor. Posts should be descriptive (repeat relevant information or use the
“quote” feature to include text from the first message). Don’t just say “I agree.” Be specific. Repeat
names, authors, etc, so we can read the message independently of the first. (In other words, don’t make
me/us go back and reread the first post to figure out what or who you are referring to. Remember, you
may have just read the first post and remember everything it says, but other students or I may read the
first post on one day, then read your response two days later.)
You are encouraged to write more than three comments. Three comments are just the minimum number.
Vigorous discussion is encouraged. You may post multiple messages and conduct an informal
discussion about the readings and relevant current events.
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When the discussion period is over and discussion has ended, that week’s topic will be closed and you
will not be able to post comments. In other words, do the assignment within the required period or lose
the opportunity (and credit) to do it.
To successfully participate in the discussions, you should:
•
Check into Sakai frequently
•
Read all the posts.
•
Write informative subject headers
•
Make sure your statements about readings, videos & podcasts or authors are accurate.
•
Engage with other participants in the course. Don’t wait for me to reply to a question if you
think you know the answer.
•
Ask other people questions about their posts
•
Use standard English spelling, grammar and sentence structure. Texting style or spelling is not
acceptable.
Pointers for thinking and writing about the readings, videos, and podcasts
Topic: What is the key question or topic the author is addressing?
Purpose: What is the main purpose of the article, video or podcast? State as accurately as possible
the author’s purpose for writing the article.
Context: What is the context of the article, video, or podcast? Figure out the historical, ethical,
political, cultural, environmental, and/or circumstantial settings or conditions that influence and
complicate the consideration of the author’s topic or question.
Tone: What is the tone of the article, video, or podcast? What is the author’s attitude?
Information: What is the most important information in the article, video, or podcast? What are the
most important facts, experiences, and data the author uses to support her/his conclusions?
Inferences: What are the main inferences/conclusions in the article, video, or podcast? Identify the
key conclusions the author comes to and presents in the article.
Concepts: What are the key concept(s) we need to understand in the article, video, or podcast? What
do you need to understand in order to understand the author’s line of reasoning?
Point of View: What is the main point(s) of view presented in the article, video, or podcast?
Assumptions: What is the main assumption(s) underlying the author’s thinking? What is the author
taking for granted?
Implications: If we accept the author’s line of reasoning, the implications are? If we reject the
author’s line of reasoning, the implications are? What are the consequences of accepting or
rejecting the author’s argument?
Your response or opinion: How did the content of the reading, video, or podcast make you feel?
Do you agree or disagree with the author? Why or why not?
Personal experience: Have you had personal experiences that give you insight into the topic of the
week?
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Compare, Contrast, and Integrate: Compare, contrast and integrate the facts, ideas, and points of
view from the different readings, videos, and podcasts for the week.
Evaluation of Discussion Posts
You will receive four grades for your weekly discussion posts during the semester. Work will be
evaluated based on content, thoughtfulness, insight and analysis, accuracy, length, grammar, spelling,
and appropriateness of headings and formatting.
30 points: Knowledge and understanding of the content. Accuracy of statements.
30 points: Analysis and integration of ideas and information.
30 points: Personal response and reflection. Inclusion of personal experience, if relevant.
10 points: Writing mechanics: Spelling, grammar, punctuation, subject headers and formatting
Analysis Paper
Write a paper contrasting the peonage of convict leasing described in Slavery by Another Name with
contemporary human trafficking. Describe the similarities and differences. Discuss the role of the
state or government, corruption, criminal activity, private enterprise, and culture.
The paper should be 1500-2500 words in length and include at least five references (sources from
class readings are acceptable.)
Cite references using one specific style (Which style you use is up to you, just be consistent). You
may use class assigned texts, podcasts, and videos as well as a variety of other sources, such as
books, academic journals, governmental and nongovernmental organization reports. Popular
magazines or Wikipedia should not be used as sources. You will find additional readings to those
listed below in the Background Section of Resources. They may be helpful in writing your papers.
The papers will be graded on the knowledge and accuracy of information and your analysis of the
similarities and differences of these types of slavery.
Exams
There will be four exams during the semester. Exams will be given online through Sakai. The exams are
open book (meaning you can refer to your notes and the readings while taking the test). More details on
the exams to follow.
The dates of the exams are included in the weekly class schedule below. The week an exam is
scheduled we will not meet face-to-face.
Grades
Exams: Four exams, each worth 100 points
Discussion: Four discussion grades, each worth 100 points
Analysis Paper worth 250 points
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Weekly Readings, Videos, Podcasts and Assignments
I suggest you download all readings and keep them on your hard drive. (You can print them out if you
like.) That way they will be accessible if you need to consult them during a quiz.
Week & Topic
Learning Objectives, Readings, Assignments and Resources
Human Trafficking and Contemporary Slavery
Week 1
Jan 23-Feb 3
Learning Objectives: Learn the basic facts, terms and definitions used to
describe and define human trafficking and slavery. Learn the precise legal
definitions for terms relating to human trafficking. Learn the distinction
between smuggling and trafficking.
Introduction to
Human Trafficking &
Readings, Videos & Podcasts:
Slavery; Review
Terms & Definitions Statement at Swearing in as Ambassador on Human Trafficking, U.S.
Department of State, Luis CdeBaca
Introduction, Human Trafficking: A Global Perspective
Facts about Human Trafficking
Facts about Sex Trafficking and U.S. Assistance to Victims
The Facts About Child Sex Tourism
Terms and Definitions
Distinctions Between Human Smuggling and Human Trafficking
Are My Hands Clean? Sweet Honey in the Rock
Additional/Optional Readings, Videos, Podcasts & Resources
Reina’s Story: A Mexican Girl Forced into Prostitution, San Diego Reader
View images of human trafficking on U.S. State Department web site
Week 2
Feb 4-10
Consequences of
Human Trafficking:
Survivor Accounts
and Case Studies
Learning Objectives: Learn about the experiences of survivors of
trafficking and slavery. Read testimony of survivors, and case and
research reports on trafficking and slavery
Readings, Videos & Podcasts
Why Has Human Trafficking Flourished? Human Trafficking: A Global
Perspective
The Diverse Consequences of Human Trafficking, Human Trafficking: A
Global Perspective
sex slave/flesh trade POV, kyan choung
Fruit of the Poisonous Tree: Domestic Sex Trafficking in the U.S.
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No Calm Passage (video, .mwv, 9 MB)
Interview with Paul Nisly (video, .mwv, 8.7 MB)
Testimony of Irina Veselykh, Russia, June 2006
Testimony of Gaven Kachepa, Zambia, 2006
Interview with Evelyn Chumbow, Cameroon (Video
Diary of a Sex Slave, Meredith May
Sex Trafficking of Korean Women, (Video, mpeg4, Part 1 (10.8 MB) and
Part 2 (16.3 MB)
Interview with Hee Won Chang (Podcast, mp3, 14.8 MB)
Interview with Norma Hotaling (Podcast, mp3, 17.5 MB)
Interview with Gavin Newsom (Podcast, mp3, 16.7 MB)
Interview with Meredith May (Podcast, mp3, 8.3 MB)
st
21 Century Sex Slaves, National Geographic
Additional/Optional Readings, Videos, Podcasts & Resources:
Testimony of Masha Gnezdilova, Russia, June 2006
Testimony of Helia LaJeunesse, Haiti, 2007
Strip Clubs According to Strippers, Kelly Holsopple, 1999
Slave: My True Story by Mende Nazer, Public Affairs, 2003
DOJ Press Release on conviction and sentencing of Chumbow’s trafficker
Slavery: A Global Investigation
(http://freedocumentaries.org/film.php?id=192 ) (You can also view this
video at http://video.google.com; search for the title.)
Week 3
Feb 11-17
Contemporary Forms
of Child Trafficking
& Slavery: Soldiers,
Camel Jockeys &
Beggars
Learning Objectives: Learn about contemporary forms of child trafficking,
such as use of children as soldiers and as camel jockeys
Readings, Videos & Podcasts:
The Facts About Child Soldiers
Girl Child Soldier (video, wmv, Part 1 (10.7 MB), Part 2 (7.4 MB))
The Facts About Children Trafficked for Use as Camel Jockeys
Boy Camel Jockeys in the United Arab Emirates (Video, 4 Parts)
Exam 1
Children in Chains, Donna M. Hughes
Additional/Optional Readings & Resources:
Stolen Children: Abduction and Recruitment in Northern Uganda, Human
Rights Watch, 2003
“You’ll Learn Not to Cry”: Child Combatants in Colombia, Human Rights
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Watch, 2003
How to Fight, How to Kill: Child Soldiers in Liberia, Human Rights Watch,
2004
Living in Fear: Child Soldiers and Tamil Tigers in Sri Lanka, Human
Rights Watch, 2004
Innocents Lost: When Child Soldiers Go to War
Children at War, P.W. Singer, Pantheon Press, 2005
Week 4
Feb 18-24
Power & Control &
The Demand for
Victims
Learning Objectives: Read theoretical essays that explain how slavery, sex
trafficking and prostitution are systems of oppression and exploitation.
Learn about the “demand side” of the supply and demand equation of
trafficking, particularly the sexual exploitation of women and girls.
Readings, Videos & Podcasts:
Men Create the Demand; Women Are the Supply, Donna Hughes
How Prostitution Works, Joe Parker
Between the Hammer and the Anvil, Joe Parker
Comparison of Tactics of Power and Control, WHISPER
The Social Psychology of Modern Slavery, Kevin Bales
Child Trafficking & Sexual Abuse (Flash video, 6 MB)
Limited Choices: Interview with Ninotckha Rosca from the Philippines
(Podcast, mp3, 8 MB)
Additional/Optional Readings and Resources:
The Demand for Victims of Sex Trafficking, Donna Hughes
Best Practices to Address the Demand Side of Sex Trafficking, Donna
Hughes
U.N. Sex Abuse Allegations Double in 2004
Press conference by Assistant Secretary-General for Peacekeeping
Operations
Feb 24-Mar 3
Learning Objectives: Read analyses of human trafficking. Learn the
multiple ways that the enslavement of people can be viewed and
explained
Analytical
Approaches I
Readings, Videos & Podcasts
Week 5
The Transnational Political Criminal Nexus of Trafficking, Donna M.
Hughes
Human Trafficking as Transnational Organized Crime, Human Trafficking:
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A Global Perspective
The Business of Human Trafficking, Human Trafficking: A Global
Perspective
Prostitution and Male Supremacy: A Feminist Analysis, Andrea Dworkin
Additional/Optional Readings, Videos, Podcasts and Resources:
Human Trafficking and Slavery, Congressional Quarterly, 2004
Interview with Gloria Steinem about Enslaved
Interview with Liora Kasten, Editor of Enslaved (Podcast, mp3, 13.2 MB)
Mar 4-10
Learning Objectives: Read analyses of human trafficking. Learn the
multiple ways that the enslavement of people can be viewed and
explained
Analytical
Approaches II
Readings, Videos & Podcasts
Week 6
Working in the European Sex Industry: Migrant Possibilities: A Sex
Worker Rights Approach, Laura Agustin
Exam 2
A Christian Perspective on Sexual Trafficking, Lisa Thompson
Survivors of Trafficking and Prostitution Manifesto
Not Sex Work
Additional/Optional Readings, Videos, Podcasts and Resources:
Testimony on Sexual Pathology, Mary Ann Layden, 1999
The Dynamics of Sex Trafficking: Victims, Perpetrators & Solutions (A
Powerpoint presentation), Donna M. Hughes
Redefining Prostitution as Sex Work on the International Agenda, Jo
Bindman
From Duty to Despair: Brothel Prostitution in Cambodia, Wendy Freed
March 11-17
WMS 401 Human Trafficking & Contemporary Slavery
Spring Break
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History of Slavery in the U.S. (After Slavery Was Abolished)
Week 7
Mar 18-24
Re-Enslavement in
the United States
Learning Objectives: Learn about the reenslavement of Blacks in the
southern U.S. after the Emancipation Proclamation and the passage of the
12th Constitutional Amendment guaranteeing freedom for all Americans
Readings, Videos & Podcasts:
Introduction & Part 1 The Slow Poison, pp. 1-113, Slavery by Another
Name
Slavery by Another Name (Website with PBS film)
Additional/Optional Readings, Videos, Podcasts and Resources:
Mar 25-31
Learning Objectives: Learn about the culture of slavery that remained
unchanged after the official end of slavery and how those wishing to
exploit and enslave African-Americans did so
The Culture of
Slavery
Readings, Videos & Podcasts:
Week 8
Part 2 Harvest of an Unfinished War, pp. 117-296, Slavery by Another
Name
This May Be the Last Time, Freedom Song
Additional/Optional Readings, Videos, Podcasts and Resources
Week 9
Apr 1-7
Learning Objectives: Learn about the end of convict leasing and again the
end of slavery in the U.S.
Readings, Videos & Podcasts:
The End of Slavery,
Again
Exam 3
Part 3 The Final Chapter of American Slavery & Epilogue, pp. 299-406,
Slavery by Another Name
Buried in Alabama (YouTube Video)
Additional/Optional Readings, Videos, Podcasts and Resources
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Contemporary Human Trafficking by World Region
Week 10
Apr 8-14
Learning Objectives: Learn about contemporary human trafficking in the
Asia region
Human Trafficking in Readings, Videos & Podcasts:
Asia
Asian Trafficking, pp. 141-173, Human Trafficking: A Global Perspective
The Dancing Boys of Afghanistan, Frontline
Additional/Optional Readings, Videos, Podcasts & Resources:
Out of Sight, Out of Mind? Child Domestic Workers and Patterns of
Trafficking in Cambodia, IOM, 2007
The Enslavement of Dalit and Indigenous Communities in India, Nepal and
Pakistan Through Debt Bondage, Anti-Slavery International, 2001
Another Delivery from Tashkent: Profile of the Israeli Trafficker, Hotline
for Migrant Workers
Dancing Boys: Traditional Prostitution of Young Males in India, Agniva
Lahiri & Sarika Kar, 2007
Trafficking of Children in Asia
Only 13: The True Story of Lon by Julia Manzanares and Derek Kent, Only
13 Publications, 2006
Week 11
Apr 15-21
Learning Objectives: Learn about contemporary human trafficking in
Europe
Human Trafficking in Readings, Videos & Podcasts:
Eurasia & Europe
The Natashsa Trade
Human Trafficking in Eurasia and Eastern Europe & Europe, pp. 174-228,
Human Trafficking: A Global Perspective
Additional/Optional Readings, Videos, Podcasts & Resources:
Week 12
Apr 22-30
Human Trafficking in
the United States,
Latin America &
Africa
Learning Objectives: Learn about different forms of forced labor in the
world today.
Readings, Videos & Podcasts:
Oh, Freedom
Trafficking in the United States, Latin America & Africa, pp. 229-293,
Human Trafficking: A Global Perspective
A Dangerous Journey (Trafficking of women from West Africa)
Exam 4
Enslaved in America, Tina Frundt
Additional/Optional Readings & Resources:
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Sex Trafficking in the U.S., Raymond & Hughes
Domestic Sex Trafficking of Chicago Women and Girls
Sisters Speak Out: The Lives and Needs of Prostituted Women in Chicago
The Cocoa Industry in West Africa: A History of Exploitation, Anti-Slavery
International, 2004
Stopping Forced Labor, International Labor Organization, 2001 (pp. 7-55)
Hidden Slaves: Forced Labor in the U.S., Free the Slaves & Human Rights
Center, U.C.-Berkeley, 2004
Slave: My True Story by Mende Nazer, Public Affairs, 2003
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