3. QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
The higher
the bar,
the greater
the
proportion
of people
in poverty
4. QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Where is poverty to be found?
6. If poverty is hunger,
how well do nations provide food for their people?
7. What do we understand by
these numbers?
Cultural definitions
Historical experiences
Economic processes
Visual understanding?
8. Images
Here’s what we might see:
http://www.youtube.com/watch?v=6Nf1j-
CtnxM
Or this:
http://www.youtube.com/watch?v=LFgb1B
dPBZo
9. How should images be used?
To clarify the magnitude of the
problems?
Might they create
misunderstandings about
societies?
To enable students to appreciate
their circumstances?
Might they instill static ideas about
certain regions that are poor?
10. How should information be
provided?
Not too abstract?
Not too dehumanizing?
To generate interest?
To maintain respect for
humanity?
To overcome
objectification?
11. POSSIBLE MODELS to
IMPART INFORMATION
Technical Models
Historical Models
Cultural Models
Mix of the above?
12. Technical Models
Source: World Bank, UNDP, IMF, NGOs
Human Development Index (UN):
development indicators include income
poverty, life expectancy, literacy &
schooling
Millennium Development Goals (UN)
http://www.endpoverty2015.org/
http://www.un.org/millenniumgoals/
poverty.shtml
13. Millennium Development Goal 1
ERADICATE EXTREME
POVERTY & HUNGER
Target 1:
Halve, between 1990 and
2015, the proportion of
people whose income is less
than $1 a day
* Conflict leaves many
displaced and impoverished
14. Millennium Development Goal 1
ERADICATE EXTREME
POVERTY & HUNGER
Target 2:
Achieve full and productive employment
and decent work for all, including
women and young people
* Low-paying jobs leave one in five
developing country workers mired in
poverty
* Half the world’s workforce toil in
unstable, insecure jobs
15. Millennium Development Goal 1
ERADICATE EXTREME
POVERTY & HUNGER
Target 3:
Halve, between 1990 and
2015, the proportion of people
who suffer from hunger
* Rising food prices threaten
limited gains in alleviating child
malnutrition
16. Breaking the Link Between
Poverty and Per Capita Income
Kerala and Sri Lanka
Hans Rosling Video:
http://www.ted.com/index.h
p/talks/hans_rosling_revea
ls_new_insights_on_povert
y.html
NGOs and delivery of basic
services (Grameen Bank
and micro-credit)
17. Historical Model
What has been our thinking
about other countries?
Mercantilism: State interest and
colonization
Liberalism: “Stationary
economies”
Advent of development
economics in 1940s/50s
18. W.W Rostow: Stages of Growth,
R. Nurkse: Balanced Growth,
etc.
Suggests that there are
underdeveloped/traditional and
developed societies in a
spectrum
Traditional societies included slave
systems of early Greece and
Rome; peasant societies in
India, Egypt, China
Confluence of development and
time
Historical Model
19. Dependency and World
Systems theorists
(60s/70s):
Development and
colonization causes
underdevelopment
Modern models of growth
create system of
dependence and debt that
worsen poverty
Historical Model
20. 1980s/90s:
Neo-liberal policies - increase
growth through market policies to
trickle down
Kuznets curve? (growth
inequality)
State provision of goods and
services
Juxtaposition of images of rich and
poor
Sense of entitlement but actual
conditions worsened in some places
Historical Model
21.
22. Economic crises such as
rising prices, reduced
credit, global recession
Climate change and
environmental
degradation
CONTEMPORARY
ISSUES
25. Other regions in the world -
multiplicities of indigenous
peoples
How have cultures
contended with colonization
and modernity
Cultural Model
26. Marshall Sahlins
"Hunters and gatherers have by force of
circumstances an objectively low standard of
living. but taken as their objective, and given
their adequate means of production, all the
people's material wants usually can easily be
satisfied (a common understanding of
'affluence'). ... The world's most primitive
people have few possessions, but they are not
poor. Poverty is not a certain small amount
of goods, nor is it just a relation between
means and ends; above all it is a relation
between people. Poverty is a social status. As
such it is an invention of (modern)
civilization."
27. NATURE HITS BACK?
We see the environment as what we
“use” but our daily habits,
interactions, architecture changes
the environment.
Environmental degradation goes
hand in hand with the
homogenization and unification of
cultures and the desire to
consume in a single manner.
Cultural Model
28. TEACHING TIPS
1. Keep the connection between micro
and macro: case studies should be
used for generalizations
2. Focus on a single region or country or
have the student do so
3. Have the student tie this in with his/her
language class, literature, science
4. Learning more about a place will
generate love and ownership
5. Have the student do a creative project;
a video, narrative, poem, song –
encourage action
29. TEACHING TIPS
1. Suggest that the student should make
a pen friend in the country
2. Encourage Study Abroad to
destinations other than Western
Europe
3. Teach about heroes that fought poverty
4. Explain global resource scarcity and
the impossibility of a global American
lifestyle
5. Encourage involvement with a NGO or
charity organization; encourage the act
of giving to make a difference
