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1 Ewa og Jan Schlünssen Aware of the World 1

2 Indhold INDLEDNING... 5 Globalization... 7 INTRODUCTION... 8 Indian 'slave' children found making low-cost clothes destined for Gap Shipping out Au Pair Iranian official warns against Barbie dolls Offensive Fast-food Ad Pulled Yes Leaving the dragon U.S., European Subsidies Undercut African Farmers A Migrant's Journey to Europe Coins Follow the money Welfare INTRODUCTION Denmark: The Happiest Place on Earth Some more equal than others Scandinavian economies thrive despite high taxes On Being Fired Again Making life worth living We Real Cool Did I Miss Anything? Matters of life and death

3 Three Sketches from The House on Mango Street Golden years China INTRODUCTION China s One Child Left Behind Playing With the Old Blood Rules Me generation finally focuses on us Dreaming in the Shanghai Restaurant Cultural exchange An Old and Established Name The Bicycle Bells of Beijing Bad Manners to Never Do in China What Will China Look Like in 2035?

4 4

5 INDLEDNING Globalisering, velfærd og Kina tilhører skaren af de emner der berøres dagligt i medierne. Spørgsmålene, der rejses handler tit om kultur, forandring, fremskridt og værdier. I denne bog tager vi handsken op og forsøger at introducere disse emner i faget engelsk på handelsgymnasiet og i de andre gymnasiale uddannelser. Hvad kunne være mere relevant og motiverende for vore elever end at beskæftige sig med aktuelle fænomener og processer inden for verden politik og kultur? I Aware of the World ser vi på verden i forandring - gennem både sagprosa og litterære tekster. Vi beskæftiger os hovedsagligt med individer, samfund og kultur, og vi holder fast i den humanistiske tilgangsvinkel, med omdrejningspunktet i mennesket, dets anliggender, livsstil og problemer. Vi har dog valgt at supplere vores tekstudvalg med artikler, der anlægger et mere samfundsøkonomisk fokus. Disse kan betragtes som en slags baggrundsstof, en kilde til viden om området, der vil være nyttig for den overordnede forståelse af emnet. Bogens tre kapitler globalisering, velfærd og Kina er baseret på tekster af forskellig længde og sværhedsgrad. Materialet er illustreret med diagrammer, hvis formål er at give eleverne en hurtig visuel tilgang til de relevante oplysninger. Udgivelsen indeholder også indledende teoriafsnit til alle kapitler samt varierede øvelser og aktiviteter, som stimulerer både elevernes sprogfærdighed og deres bevidsthed om de vigtigste udviklinger på hvert af områderne. Temaer: Kapitel 1 omhandler emnet globalisering. Her diskuteres årsager til fænomenet såvel som dets konsekvenser for adskillelige lande og verdensdele, fra de fattige udviklingslande til de rige industrilande. Der er fokus på begreber som, migration, udvikling, kultur, samhandel, hjerneflugt, m.m. Kapitel 2 belyser begrebet velfærd og de grundlæggende velfærdsløsninger. Emnerne som skildres her gennem skønlitteratur, artikler og statistikker er bl.a. livskvalitet, lighed, beskatning, arbejdstid, familie, m.m. Kapitel 3 drejer sig om emnet Kina og behandler temaer som etbarnspolitik, familiemønstre, befolkningsudvikling, traditioner, etikette, urbanisering, m.m. Takket være 5

6 landets rivende økonomiske udvikling vil dette område med garanti forblive aktuelt i mange år fremover. Aware of the World kan læses både i sin helhed eller som udvalgte kapitler, og kan anvendes enten særfagligt i faget engelsk eller tværfagligt for eksempel med samfundsfag, kulturforståelse, international økonomi og andre sprogfag. Materialet er også anvendeligt i forbindelse med Det internationale område. Mange tak til Birte Annette Nørregaard - for det traditionelt gode samarbejde Karsten Sielemann for at holde øje med at bogen fik den rigtige humanistiske profil Henrik Kureer for de gode råd og vink inden for international økonomi Søren Dehn for vejledning til udtalen af de kinesiske gloser i kapitlet om Kina. God arbejdslyst! Ewa og Jan Schlünssen 6

7 Globalization 7

8 INTRODUCTION Globalization is an increasingly strong connectedness and interdependence of different parts of the world through common processes of economic, environmental, political and cultural change. Causes of globalization: Trade Multinational production International finance Information technology Consequences of globalization: Borderless world Global free market economy Potential demise of nation-states Alignment of cultures Uneven development The globalized network functions through a number of institutions and organizations which help regulate and stabilize global economy: World Trade Organization (WTO) North American Free Trade Agreement (NAFTA) G8: the countries of Canada, France, Germany, Italy, Japan, Russia, the United Kingdom and the United States World Bank World Economic Forum International Monetary Fund (IMF) Globalization and development Developed country: a highly industrialized nation such as Denmark, the USA and the UK. Developing country: an underdeveloped country. A country that is poor and whose citizens are mostly agricultural workers, but whose goal is to promote economic growth. 8

9 Development aid: Gross Domestic Product (GDP): Immigration: Infant mortality: Subsidy: Tariff: Geography and globalization assistance given by governments and organizations to support economic, political and social development of developing countries. the total market value of all goods and services produced in a country in a given year. moving to a new country to settle permanently. infant death rate. The number of children dying under a year of age, divided by the total number of children born alive that year. financial aid given by the government in support of an enterprise. a tax imposed on a product when it is imported into a country. Globalization leads to uneven development. Development and progress in some places produce underdevelopment in other places, nations, regions or cities. Issues of gender and race may also be implicated. The patterns of development change over time and are measured through various indexes such as GDP, Human Development Index, Infant Mortality. The spreading of production, combined with industrialization of developing countries, has created a new international division of labour. Geography and globalization: core (dominating, highly skilled, high wages, advanced technologies, high productivity) periphery (dominated via investment and trade relations, low productivity, low skilled labour) Core countries become recipients of immigrants from the periphery. Brain drain: the loss of skilled intellectual and technical labour through the migration to countries or regions that offer more favourable geographic, economic, political or professional environments. 9

10 Brain gain: Diaspora: Remittance: Global business Newly industrialized countries: Emerging markets: Transnational corporations: Foreign direct investment: Internationalization: an increase in the number of highly trained, foreign-born professionals entering a country to live and work on account of greater opportunities available in the new environment. The community formed by immigrants away from their original homeland. transfer of funds, the sending of money to someone at a distance. previously underdeveloped countries that become new venues for manufacturing goods. Among others: Argentina, Brazil, South Korea. Countries in the world that are expected to experience massive growth. For instance: China, Malaysia. multinational corporations. Corporations transcending national boundaries. a foreign company making an investment into building a factory or buying a company abroad. cross-border flows of capital, technology, services, labour and goods. The command centres of the global trade are located in cities of developed countries. These urban cities benefit from the presence of international finance capital. Instead of producing goods, they produce services. Foreign direct investment plays a significant role in global business. Host countries, which receive the investment, gain access to technologies, capital, processes, products, organizational technologies and management skills, which can further stimulate their economic development. The investor benefits by entering new markets and marketing channels as well as being able to make use of cheaper labour and production facilities. 10

11 Cross-cultural communication Culture shock: Ethnocentrism: Prejudice: Stereotype: Discrimination: The Doha Round of Trade Talks a feeling of disorientation or discomfort due to the lack of familiar cues in the environment. a tendency to elevate one s own culture above others or belief in the superiority of one's own ethnic group. a usually negative attitude toward a cultural group based on little or no evidence. a widely held and oversimplified opinion or belief about a group of people. treating people differently through prejudice. The Doha Round of Trade Negotiations started in 2001 within the framework set by the World Trade Organization. Its goal was to reduce subsidies for developed countries agricultural industries, which would allow developing countries to export food. In return, the developing countries were to open up their market to services, in particular banking. However, owing to political pressure in the USA and Europe the Doha Round of Negotiations ended without being implemented. The WTO is intent on restarting the talks. The Copenhagen Consensus The Copenhagen Consensus is a project organized by Bjørn Lomborg and co-sponsored by the Danish government and The Economist newspaper in an attempt to solve the world's greatest challenges and identify cost-efficient solutions to meeting these challenges. The goal of Copenhagen Consensus 2008 was to set priorities for confronting 10 great global challenges: air pollution, conflicts, diseases, education, global warming, malnutrition and hunger, sanitation and water, subsidies and trade barriers, terrorism, women and development. 11

12 The ranked list of solutions together with the yearly cost of implementing them (mil.): Priority Solution Challenge Cost 1. Vitamin supplements for children Malnutrition $60 2. Doha Development Agenda Trade $0 3. Iron and salt iodization Malnutrition $ Children s immunization Diseases $1, Biofortification Malnutrition $60 6. School nutrition programs Malnutrition and education $27 7. Lowering cost of schooling Education $5, Improving girls schooling Women $6, Community-based nutrition Malnutrition $ Women s reproductive health Women $4,000 12

13 Indian 'slave' children found making low-cost clothes destined for Gap By Dan McDougall in New Delhi, The Observer, October 28, 2007 Child workers, some as young as 10, have been found working in a textile factory in conditions close to slavery to produce clothes that appear destined for Gap Kids, one of the most successful arms of the high street giant. Speaking to The Observer, the children described long hours of unwaged work, as well as threats and beatings. Gap said it was unaware that clothing intended for the Christmas market had been improperly subcontracted to a sweatshop using child labour. It announced it had withdrawn the garments involved while it investigated breaches of the ethical code imposed by it three years ago. The discovery of the children working in filthy conditions in the Shahpur Jat area of Delhi has renewed concerns about the outsourcing by large retail chains of their garment production to India, recognised by the United Nations as the world's capital for child labour. According to one estimate, more than 20 per cent of India's economy is dependent on children, the equivalent of 55 million youngsters under 14. The Observer discovered the children in a filthy sweatshop working on piles of beaded children's blouses marked with serial numbers that Gap admitted corresponded with its own inventory. The company has pledged to convene a meeting of its Indian suppliers as well as withdrawing tens of thousands of the embroidered girl's blouses from the market, before they reach the stores. The hand-stitched tops, which would have been sold for about 20, were destined for shelves in America and Europe in the next seven days in time to be sold to Christmas shoppers. With endorsements from celebrities including Madonna, Lenny Kravitz and Sex and the City star Sarah Jessica Parker, Gap has become one of the most successful and iconic brands in fashion. Last year the firm embarked on a huge poster and TV campaign surrounding Product Red, a charitable trust for Africa founded by the U2 lead singer Bono. Despite its charitable activities, Gap has been criticised for outsourcing large contracts to the developing world. In 2004, when it launched its social audit, it admitted that forced 13

14 labour, child labour, wages below the minimum wage, physical punishment and coercion were among abuses it had found at some factories producing garments for it. It added that it had terminated contracts with 136 suppliers as a consequence. In the past year Gap has severed contracts with a further 23 suppliers for workplace abuses. Gap said in a statement from its headquarters in San Francisco: 'We firmly believe that under no circumstances is it acceptable for children to produce or work on garments. These allegations are deeply upsetting and we take this situation very seriously. All of our suppliers and their subcontractors are required to guarantee that they will not use child labour to produce garments. In this situation, it's clear one of our vendors violated this agreement and a full investigation is under way.' Professor Sheotaj Singh, co-founder of the DSV, or Dayanand Shilpa Vidyalaya, a Delhibased rehabilitation centre and school for rescued child workers, said he believed that as long as cut-price embroidered goods were sold in stores across Britain, America, continental Europe and elsewhere in the West, there would be a problem with unscrupulous subcontractors using children. 'It is obvious what the attraction is here for Western conglomerates,' he told The Observer. 'The key thing India has to offer the global economy is some of the world's cheapest labour, and this is the saddest thing of all the horrors that arise from Delhi's 15,000 inadequately regulated garment factories, some of which are among the worst sweatshops ever to taint the human conscience. ' 'Consumers in the West should not only be demanding answers from retailers as to how goods are produced but looking deep within themselves at how they spend their money.' Before reading 1. Define the following terms: outsourcing, sweatshop, subcontractor, minimum wage, transnational company. 2. What kind of retailer is Gap? 3. Explain in your own words the difference between newly industrialized countries and emerging markets (you can look it up on page 4). 4. Which category does India belong to? Why? 14

15 Reading comprehension Answer the following questions. 1. What discovery was made in a textile factory producing garments for the clothes retailer Gap? 2. Describe the working conditions in the factory. 3. How did Gap react to the news? 4. How big a role does child labour play in India s economy? 5. Who were the garments from the sweatshop destined for? 6. What kind of image is Gap trying to maintain among its Western customers? 7. Name some of the abuses that have been found at Indian factories producing garments for Gap. 8. What measures did Gap adopt to fight workplace abuses? 9. How many inadequately regulated garment factories are there in Delhi? 10. What can consumers from the West do to keep a good conscience? Discussion Discuss the following questions. 1. What aspects of globalization are emphasized in the article? 2. Explain the difference between child work and child labour. 3. Give example of jobs other than factory work that are done by children. 4. Does child labour exist only in developing countries? Explain. 5. Characterize the connection between globalization and uneven development. 6. Explain in your own words the difference between the core and the periphery of the globalized world (you can look it up on page 3). 7. Account for the characteristics of India as a periphery of the globalized world. 8. Account for the role of foreign investment in developing countries. Activity 1. Map the emerging market nations. 2. Design a poster or a diagram which illustrates the contrast between developing world and developed countries. Choose at least two countries from each group. Find relevant variables such as the countries GDP, literacy, infant mortality, etc. 15

16 3. Gap has contacted you to provide them with some suggestions for the ethical code to be adopted when outsourcing production to developing countries. Design a set of rules that might be applied to avoid the situation described in the article. Translation Børnearbejde og umenneskelige arbejdsvilkår er barsk virkelighed for tusindvis af underbetalte fabriksarbejdere der producerer påklædning til verdens førende modefirmaer. Tøjet fremstilles i fattige ulande og efterfølgende sættes til salg i hele verden. Fabrikkernes arbejdere lever og slider under elendige forhold. De store koncerner der outsourcer deres produktion og benytter sig af ulandenes billige arbejdskraft er ikke altid interesserede i at sørge for anstændigt arbejdsmiljø og sikkerhed. Til gengæld er der flere forbrugerorganisationer der mener at man bør stoppe al handel med leverandører der bruger børnearbejde. Vocabulary Translate the verbs in parenthesis into English and insert them into blanks. 1. Children workers have been found working in a textile (fabrik) in conditions close to slavery. 2. Clothing intended for the Christmas market had been improperly subcontracted to sweatshops using child (arbejde). 3. Gap announced it had (tilbagetrukket) the garments. 4. The discovery has renewed (bekymringer) about the outsourcing by large retail (kæder) of their production to India. 5. Despite its (velgørende) activities Gap has been criticized for outsourcing large contracts to developing world. 6. The company admitted that forced labour and (lønninger) below the minimum pay had been found at some factories. 7. Professor Singh believes that as long as cut-price goods are sold in stores across Britain, continental Europe and elsewhere in the world, there will be a problem with unscrupulous (underleverandører) using children. 8. (Forbrugere) in the West should be looking deep into themselves at how they spend their money. 16

17 Activity Work in groups. Go to to find more information about UNICEF s Convention on the Rights of the Child. Go through the photo essays on the rights of the child. Make your own presentation and comment on it in class. Writing You are Chris Sanders, the Head of Press Relations at Gap. Recently, you have received a lot of s and letters from concerned consumers who worry that your company uses child labour in developing countries. To allay their fears you write a press release in which you inform the public about Gap s attitude to child labour. You describe the policies already put into place to make sure that children are not exploited. You also give examples of the company s charitable activities and illustrate how Gap is assisting local communities in improving their standard of living. Finally, you encourage the consumers to send in their own suggestions for relevant guidelines to be incorporated into your future policies. Write the press release in English. Suggested word count: at least 300 words. Use the following sources: Indian 'slave' children found making low-cost clothes destined for Gap 17

18 Shipping out From Economist.com, April 24th 2008 Germany was the world's biggest exporter in 2007, raking in some $1.3 trillion from exports and accounting for 9.5% of all merchandise exports, according to preliminary figures from the World Trade Organization. China and America were close behind. Together the three account for a quarter of the world's exports. America was by some way the biggest importer, sucking in a staggering $2 trillion of merchandise from abroad, nearly twice as much as its nearest rival, Germany. Growth in merchandise exports fell to 5.5% from 8.5% in 2006 as demand weakened in developed economies. AFP Before reading 1. Define terms export and import. 2. Name some of the biggest exporters and importers in the world. 3. Give example of merchandise exported and imported by Denmark. 18

19 Reading comprehension 1. Read the text Shipping out and determine what the following numbers and dates relate to. $1.3 trillion three $2 trillion twice 5.5% 8.5% 2. Look at the graphs above. Which of the sentences about them are true? a) In 2007 Germany accounted for 9.5% of all world exports. b) All three biggest exporters were developed countries. c) France outperformed Italy by 0.5%. d) Belgium s exports exceeded those of Canada. e) Russia s exports amounted to $2.6 trillion. Discussion 1. Why are many developing countries encouraged by international institutions such as the WTO to open themselves to international trade? 2. How has international trade changed the world? Vocabulary All of the verbs below mean outperform or do better than somebody else. Put the verbs in the past tense. Use each of them to describe the diagram in the text Shipping out. On the Web outdo surpass go past outmatch best Go to to study information about WTO. Read the introduction What is the WTO? Make notes and discuss them in class. Activity Look at the products in your home. How many different countries do they come from? Make a poster illustrating the influence of global trade on your household and comment on the result. 19

20 Au Pair The first thing she d noticed, as they sat her down for lunch by the picture window, was flags all doing a dance in front of houses: was today a holiday? No, they said smiling, it s just the American way, and she couldn t help reflecting that in France nobody needed reminding they were French, but the neighborhood had turned out very nice, no fences, big yards, kinds racing back and forth; you could let the shower run while you were soaping or get ice from a giant refrigerator s face. She couldn t believe how much franc was worth and she had no boyfriend yet, but she was hoping, and because her father was the world s best baker she naturally thought of his bakery in the Alps whenever they passed her a slice of their so-called bread, and sometimes she wished she could hire a jet to take her back just for breakfast, but as her great-aunt had said so wisely more than once, it never helps to make comparisons, so she mostly refrained. She couldn t believe, though, how here whenever it rained the mother sent the children out without their coats, not carelessly, but because she had no power and nobody made them finish the food on their plates and bedtime was always bedtime plus an hour Yes, she was puzzling: after she cracked up the car they didn t blame her or ask to pay a thing, but once she let Caitlin eat some sort of cherry with red dye in it, and then they were angry, very. Americans were strange, that much was clear: no penmanship, and lesbians held hands on the street, and most women carried a pair of pumps in a bag they never took out to wear; it was so disrespectful, she couldn t understand how older ones got called nothing; not even Madame, 20

21 but then nobody in this country had a last name which was going to make it hard to write them a letter when she got back. It was really bittersweet her visa was running out; she was sad that all she d done with her days off was go to the mall, she d bought a million T-shirts and that was great but she had to admit it, saving would have been better, and she knew somehow that when she got on the plane she d probably never live anywhere foreign again which filled her American family with more pity than she felt for herself, because at least she was coping, she d work at her sister s shop and stay in the city where she had no boyfriend yet. But she was hoping. By Mary Jo Salter from Poetry, published in The Best American Poetry Before reading 1. What does an au pair do? Is it a good job? Why? 2. Would you ever consider working in a foreign country? Why or why not? 3. Characterize the American culture. Name some American customs and traditions. 4. Explain in your own words the term culture shock (you can find its definition on page 5). Use examples. Understanding the poem 1. How well does the au pair in the poem understand the American reality? 2. Name some the biggest cultural differences between France and the USA that she experiences. 3. Does the girl feel at home in the USA? Find the quotations that show her feelings. 4. What does the poem say about cross-cultural contacts? 5. Comment on: her great-aunt had said so wisely more than once, it never helps to make comparisons, so she mostly refrained. 21

22 6. Describe some of the incidents that made the Americans angry. Why did they react like that? Discussion 1. Characterize the Danish culture. 2. List some of the most important cultural differences between Denmark and the USA. 3. When people from other countries think about your culture, what do they usually think of? 4. How has globalization affected Denmark? 5. What expectations would you have if you were about to move to the USA? 6. What do you like about the American culture? What do you dislike? 7. What would be the most serious problem for you if you were to move to the USA? 8. List some of the stereotypes that foreigners have about Americans. Where do these stereotypes come from (you can look up the definition of a stereotype on page 4)? 9. List some of the stereotypes of the French people. 10. Comment on the following statement: "Cultural differences cause problems. It is better for people to stay in their own countries rather than to migrate to other ones." Activity 1. Make a poster or a PowerPoint presentation illustrating the concept of a global village. 2. Prepare a speech on the topic cross-cultural communication. Use visual aids. 22

23 Iranian official warns against Barbie dolls The American doll wearing swimsuits and miniskirts poses danger From The Associated Press, April 28, 2008 TEHRAN, Iran - A top Iranian judiciary official warned Monday against the "destructive" cultural and social consequences of importing Barbie dolls and other Western toys. Prosecutor General Ghorban Ali Dori Najafabadi said in an official letter to Vice President Parviz Davoudi that the Western toys posed a "danger" that needed to be stopped. "The irregular importation of such toys, which unfortunately arrive through unofficial sources and smuggling, is destructive culturally and a social danger," Najafabadi said in his letter, a copy of which was made available to The Associated Press. Iranian markets have been inundated with smuggled Western toys in recent years partly due to a dramatic rise in purchasing power as a result of increased oil revenues. While importing the toys is not necessarily illegal, it is discouraged by a government that made its name on preserving Iran from Western cultural influences. In Monday's letter, Najafabadi said the increasing visibility of Western dolls was raising the alarm among authorities who were considering intervening. "The displays of personalities such as Barbie, Batman, Spiderman and Harry Potter... as well as the irregular importation of unsanctioned computer games and movies are all warning bells to the officials in the cultural arena," the letter said. Smuggled imports pose threat Najafabadi said Iran was the world's third biggest importer of toys, and these smuggled imports posed a threat to the "identity" of the new generation. "Undoubtedly, the personality and identity of the new generation and our children, as a result of unrestricted importation of toys, has been put at risk and caused irreparable damages," he said. Authorities launched a temporary campaign of confiscating Barbie from toy stores in 2002, denouncing the un-islamic sensibilities of the iconic American doll. The campaign was eventually discontinued. That same year, though, Iran introduced a competing doll the twins Dara and Sara, who promoted traditional values with their modest clothing and pro-family stories but they proved unable to stem the Barbie tide. 23

24 In 1996, the head of a government-backed children's agency called Barbie a "Trojan horse" sneaking in Western influences such as makeup and revealing clothes. Barbie is sold wearing swimsuits and miniskirts in a society where women must wear head scarves in public and men and women are not allowed to swim together. Before reading 1. What is your opinion about buying foreign products? 2. What does the Barbie doll symbolize? What values does it promote? 3. What is culture? What elements does it consist of? 4. Describe the geographical location of Iran. Reading comprehension Read the text and finish the following sentences. 1. Iranian officials are afraid that imported Barbie dolls 2. In recent years smuggled Western toys have 3. The Iranian government believes that Iran should be 4. In the eyes of Iranian authorities, personalities such as Barbie, Batman, Spiderman and Harry Potter are 5. Iran is the world s third 6. In 2002 Iranian authorities launched 7. The twins Sara and Dara are 8. Barbie has been called a Trojan horse because Discussion 1. Does culture matter? Why or why not? 2. What do you like about your own culture? What do you dislike about it? 3. When people from other countries think about your culture, what do they usually think of? 4. Have you ever felt confused by the actions of someone from another culture? If so, describe it. 5. Discuss the influence of globalization on national cultures. 6. What is the role of English in the process of globalization? 7. Comment on the growing interdependence of nations as a result of economic cooperation. 8. What are global brands? Give example. 24

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