What you'll need to know...
KEY CONCEPT - The varying power of local places and actors to resist or accept change
Local and civil society resistance to global interactions:
• rejection of globalized production, including campaigns against TNCs and in favour of local sourcing of food and goods by citizens
• rise of anti-immigration movements
Geopolitical constraints on global interactions:
• government and militia controls on personal freedoms to participate in global interactions
• national trade restrictions, including protectionism and resource nationalism
The role of civil society in promoting international-mindedness and participating in global interactions, including social media use and campaigning for internet freedom
• Two detailed examples of places where restricted freedoms have been challenged
Synthesis, evaluation and skills opportunities
How acceptance of, or resistance to, global interactions takes different forms and occurs at different scales
Local and civil society resistance to global interactions:
• rejection of globalized production, including campaigns against TNCs and in favour of local sourcing of food and goods by citizens
• rise of anti-immigration movements
Geopolitical constraints on global interactions:
• government and militia controls on personal freedoms to participate in global interactions
• national trade restrictions, including protectionism and resource nationalism
The role of civil society in promoting international-mindedness and participating in global interactions, including social media use and campaigning for internet freedom
• Two detailed examples of places where restricted freedoms have been challenged
Synthesis, evaluation and skills opportunities
How acceptance of, or resistance to, global interactions takes different forms and occurs at different scales
The rejection of globalized production...
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What Does Globalized Production Look Like?
For this task, we will be watching a short excerpt from a documentary from the BBC.
Watch the first video from 2.30 to the end and the second video until 4.00 minutes. Alternative source of videos above - click here - (first & second video)
Task 1 - Take notes on the the globalized production of potatoes in Egypt including:
1 - Challenges in growing the crop in a desert environment
2 - Why grown in Egypt?
3 - Irrigation (link to water footprint in Global Change - Resources)
4 - Making the potatoes dirty (peat)
5 - Transportation to the UK.
Task 2 - Outline the issues caused by this sort of globalized food production?
What is a civil society response to Globalized Food Production?
Any organization or movement that works in the area between the household, the private sector and the state to negotiate matters of public concern. Civil societies include non-governmental organizations (NGOs), community groups, trade unions, academic institutions and faith-based organizations.
Your study will be on the following civil society organisation:
The Slow Food Movement - Website here (Fr)
Local Focus - Minjat Restaurant & Shop - Colomiers, France - Link here
Watch the the videos below to familiarise yourself with the organisations.
Task 3 - Use the Slow Food Movement / Minjat (Colomiers) to evaluate the relative costs and benefits of local commercial production to the producer, the consumer and the local economy, compared with the costs and benefits of globalised production (Egyptian potatoes).
Any organization or movement that works in the area between the household, the private sector and the state to negotiate matters of public concern. Civil societies include non-governmental organizations (NGOs), community groups, trade unions, academic institutions and faith-based organizations.
Your study will be on the following civil society organisation:
The Slow Food Movement - Website here (Fr)
Local Focus - Minjat Restaurant & Shop - Colomiers, France - Link here
Watch the the videos below to familiarise yourself with the organisations.
Task 3 - Use the Slow Food Movement / Minjat (Colomiers) to evaluate the relative costs and benefits of local commercial production to the producer, the consumer and the local economy, compared with the costs and benefits of globalised production (Egyptian potatoes).
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The rise of anti immigration movements...
Task 1 - Define 'Nationalism'. Now read this 2018 article from the BBC to find out what the situation is in different EU countries. Comment of the spatial distribution of nationalist governments around Europe at the time of writing.
Task 2 - Watch the video below from the BBC about the rise in popularity of the National Front in France in the run up to the 2017 national elections.
Take notes on the video but pay attention to the views of the Party on immigration. Make notes on the 'Generation Identitaire' group too and their views.
Task 3 - Study this brief PowerPoint and comment on the spatial patterns of FN voters in France. Then, print a copy of this factsheet. Highlight the main arguments related to immigration that the Front National outline as part of their campaign for election.
Task 2 - Watch the video below from the BBC about the rise in popularity of the National Front in France in the run up to the 2017 national elections.
Take notes on the video but pay attention to the views of the Party on immigration. Make notes on the 'Generation Identitaire' group too and their views.
Task 3 - Study this brief PowerPoint and comment on the spatial patterns of FN voters in France. Then, print a copy of this factsheet. Highlight the main arguments related to immigration that the Front National outline as part of their campaign for election.
Paper 3 - Exam Style Question (12)
Resurgence of nationalism is a direct response to immigration. Evaluate this statement using one example place.
Geopolitical constraints on global interactions...
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Our focus in this section of work will be on the so called 'Great Firewall of China'. This is the restrictive practice of blocking international communications by banning online companies such as Google, Snapchat, YouTube & Facebook therefore constraining technological interactions between the Chinese and the rest of the world.
Using the video to the right and The Independent newspaper article above, take notes on why these contraints have been put in place in China and what the communication companies are doing to 'glocalise' their service to suit government demand. Use the note taking frame below to help you. |
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Now to focus on our second country - Eritrea. This is officially the most censored place to live in the world. The country has banned much of the mainstream media and cellphone subscriptions are below 6% of the total population. Watch the Vice video beneath and explain how the government and the military censor global interactions within the country and the effect that this is having (migration, imprisonment etc). Also explain how the Eritrean diaspora community are fighting against this censorship. |
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National trade restrictions...
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You will have seen a lot in the news recently about national trade restrictions implemented by the USA on their trading partners. They have ranged from new tariffs on steel imports to the USA followed by additional tariffs on a high number of Chinese made products flowing into the USA. This has resulted in a 'Trade War' where tit for tat tariffs are being places on USA goods being imported into China by the Chinese government.
Complete the following two tasks by accessing the notes sheet below.
Task 1 - Watch the first video above and take notes on why countries restrict trade and the impacts that these restrictions can have on government and consumers.
Task 2 - Focus on the USA Steel tariffs and watch the second video above. Take notes on the impacts of the reasons why the Trump Administration has forced these restrictions and how this could be considered to be 'protectionist' and explain how it could lead to 'resource nationalism' by reading this news article.
The role of civil society in promoting international-mindedness and participating in global interactions...
We are going to be using the fabulous 'Geogalot' for this final section of work. Click on the image below to access the page and complete the activities set out.
