2010 Human Trafficking/Southeast Asia Mayterm: San Francisco, Thailand and Cambodia

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1 2010 Human Trafficking/Southeast Asia Mayterm:, Thailand and Cambodia Professor: Brad Berky Phone: (415) Dates: May 9-June 12 Expected Costs: $7500 Required Courses: A. Faith, Justice and Globalization: Human Trafficking (4 Units) B. Southeast Asian History, Cultural and Religion (2 Units) Proposed GE: Thinking Globally/Serving Society Enacting Justice Proposed Syllabi: A. Faith, Justice and Globalization: Human Trafficking (4 Units) This interdisciplinary seminar will critically explore issues surrounding globalization, in particular the problem of human trafficking within the United States and Southeast Asia. Incorporating a blend of classroom, discussion and experiential activities the course aims to provide participants with a deeper understanding of the cross-cultural faith and justice concerns involved, as well as offering a renewed awareness for what Christian and NGO organizations are doing in response to these issues. In conjunction with the companion 2- unit Southeast Asian seminar the course will seek to offer students fresh ways of making sense of their faith and worldview commitments through engagement with a broad range of socio-cultural and theological perspectives. The course will begin with a daily weeklong class at the Urban Program that will: a) critically-explore the impact of globalization and human trafficking concerns from a variety disciplinary perspectives; b) meet with community leaders and social service agencies addressing these concerns locally and abroad; and c) assess some of the biblical, justice-oriented values marking a more holistic response. While overseas, additional class sessions, site visits and servicelearning projects will be incorporated. Objectives: To gain an understanding of the social, cultural and economic factors contributing to the problem of human trafficking in our times. To identify varied ways in which cultures influence the origins, complexities and responses to this worldwide problem. To recognize global inequities, injustices and interfaith issues in relation to human trafficking and to foster thoughtful, concrete responses. To acquire a global perspective on broader issues of social justice so as to become more informed agents of redemption in a changing world.

2 To expose students to lived-experiences of human trafficking victims and to foster compassionate, justice-rooted responses that go beyond mere charity. To develop greater awareness for both the human and structural dynamics shaping this issue through weekly service day opportunities. To reflect critically on the theological motivations for service and what it means to do so in a complex world and to identify paths for future growth. Readings: Gary Haugen, Good News About Injustice: A Witness of Courage in a Hurting World David Batstone, Not for Sale: The New Global Slave Trade and How We Can Fight It Kevin Bales, Understanding Global Slavery: A Reader Louise Brown, Sex Slaves: The Trafficking of Women in Asia Course Reader, Selected Articles Assignments: Course Participation: faithful, engaged and respectful participation in all seminar sessions, site visits and service day projects 15% Reading Response Memos: daily one page (single-space) written responses to the course readings beginning the first week of the course 15% Reflective Journal: weekly written entries (at least three each week) in response to professor prompts and due every Monday 30% Group Discussion/Performance Presentation: preparing and co-leading one class session on a related course topic during final debrief days 10% Final Integrative Essay: a 7-10 page paper due a month following the conclusion of the course in response to professor prompts 30% B. Southeast Asian History, Culture and Religion (2 units) This seminar will offer an introductory overview of key historical, cultural and religious influences shaping contemporary Southeast Asia with primary focus on the countries of Thailand and Cambodia. As a supplement to the Human Trafficking Seminar, the course aims to provide students with a deeper contextual understanding of the cultural dynamics and lived experiences of this part of the global community within the United States and abroad. It will begin with a week-long afternoon class and related field study activities at the Urban Program that will: a) survey the histories and cultural-religious distinctives of these unique contexts; b) engage local immigrant leaders and faith-based/ service agencies within the Bay Area; and c) incorporate regular cultural events and films

3 designed to further prepare students for the abroad portion of the course. While overseas, additional class sessions, site visits and group discussions will be incorporated. Objectives: To gain an introductory understanding of Southeast Asian histories and cultures in the United States and abroad. To recognize and appreciate cultural-religious worldview difference and the limits of our own abilities to fully understanding what is other. To develop a greater awareness of the complexities involved in any cross-cultural encounter and to approach these humbly and respectfully. To examine the roles that social class, ethnicity and gender issues play in relation to better understanding Asian cultures and our own. To engage in cross-cultural service opportunities among those on the margins of society and to identify/articulate the justice issues involved. To enable students reflect theologically on their experiences and to discover more nuanced, culturally competent ways to live out their faith in the world. Readings: Milton Osborn, Southeast Asia: An Introductory History Kristen Largen, What Christians Can Learn From Buddhism Course Reader, Selected Articles Assignments: Course Participation: faithful, engaged and respectful participation in all seminar sessions, site visits and service day projects 15% Reading Response Memos: daily one page (single-space) written responses to the course texts during the first week of the course 15% Reflective Journal: weekly written entries (at least three each week) in response to professor prompts and due every Monday 30% Group Discussion/Performance Presentation: preparing and co-leading one class session on a related course topic during final debrief days 10% Final Integrative Essay: a 7-10 page paper due a month following the conclusion of the course in response to professor prompts 30%

4 Note: Given the integrative nature of this Mayterm, the assignments for both courses will be combined and the same for each. Proposed Schedule: Sunday, May 9: Arrive in 1:00pm-5:00pm 6:00pm-8:00pm Check In Dinner/Intro Meeting Monday, May 10: 12:00pm-4:00pm 8:00pm-10:00pm Film/Cultural Event Tuesday, May 11: 12:00pm-4:00pm 8:00pm-10:00pm Film/Cultural Event Wednesday, May 12: 12:00pm-4:00pm 8:00pm-10:00pm Film/Cultural Event Thursday, May 13: 12:00pm-4:00pm 8:00pm-10:00pm Film/Cultural Event Friday, May 14:

5 12:00pm-4:00pm Saturday, May 15: 9:00am-5:00pm 5:00pm-6:30pm 7:00pm-8:00pm 10:00pm Free Time Pre-Trip Meeting Depart for Airport Sunday, May 16: Monday, May 17: Tuesday, May 18: Wednesday, May 19: Thursday, May 20: Friday, May 21: Saturday, May 22: Sunday, May 23: Monday, May 24: Tuesday, May 25: Wednesday, May 26: Thursday, May 27: Friday, May 28: Saturday, May 29: Sunday, May 30: Monday, May 31: Tuesday, June 1: Wednesday, June 2: Travel Day--To Chiang Mai, Thailand (via air) Chiang Mai Chiang Mai Chiang Mai (Service Day) Chiang Mai (Service Day) Travel Day--To Bangkok, Thailand (via bus) Bangkok Bangkok Bangkok Bangkok (Service Day) Bangkok (Service Day) Bangkok To Siem Reap, Cambodia (via bus) Siem Reap Siem Reap (Service Day) Siem Reap Travel Day--To Phnom Penh, Cambodia (via bus) Phnom Penh

6 Thursday, June 3: Friday, June 4: Saturday, June 5: Sunday, June 6: Monday, June 7: Tuesday, June 8: Wednesday, June 9: Thursday, June 10: Friday, June 11: Saturday, June 12: Phnom Penh Phnom Penh Phnom Penh (Service Day) Phnom Penh (Service Day) Phnom Penh Travel Day--To Beach Resort in Cambodia (via bus) Beach Resort (Debrief) Beach Resort (Debrief) Beach Resort (Debrief) Travel Day--To SFO/LAX (from Phnom Penh)

7 Addendum: GE Learning Outcome Activities/Assignments Thinking Globally Students can describe the differences between a least two different cultures (one of which is non-western) and can offer explanations or historical context for those differences. Students recognize the value and significance of other cultures without romanticizing. Students can identify ways in which cultures influence the formulations of knowledge and the ways in which they are personally affected. Students recognize global inequalities, injustices, and/or inter-religious issues and commit themselves to thoughtful, concrete responses growing out of their Christian faith. Students will have an appropriate sense of the limits of their global understanding. Activities/Assignments: 1. Reading/discussions of Milton Osborn s Southeast Asia: An Introductory History and Kristen Largen s What Christians Can Learn From Buddhism during the first week of the course as well as submission of daily one page (single-space) memos focused on identifying chief cultural/religious differences encountered herein. 2. Participation in site visits to s Asian neighborhoods, museums and service agencies; as well as hearing from a range of representative guest speakers and taking in local cultural events/films aimed at providing greater understanding of Asian history, religion and intercultural dynamics. 3. Additional site visit/guest speaker and local cultural involvements in Thailand and Cambodia; including the notable palaces, museums, Buddhist temples and hearing from Christian/non-Christian leaders working toward bringing change and justice to a region marked by war, deep social inequalities and religious-cultural division. 4. Completion of at least three journal entries every week in response to instructor prompts focused on the affect of student experiences and reflection on changes in belief, attitudes and understandings of otherness as well as the personal limits/ challenges that such cross-cultural encounters typically engender. 5. Preparation of a minute oral presentation or artistic performance during the final days of the course which gives voice to one s primary learnings with regard to cultural difference, awareness and appreciation as well as what a more faithful and just Christian response might involve.

8 Serving Society; Enacting Justice Students will identify theological motivations for service; the needs of the population being served, the effects and affects resulting form those needs; and the causes those needs (i.e. involuntary circumstances, individual choices, structural injustices). Students will reflect on how they have been affected by their experiences (i.e. changes in beliefs, attitudes or values); and how their experiences might inform their calling to discipleship, citizenship and future service. Activities/Assignments: 1. Submission of an 8-10 page integrative essay in response to Good News About Injustice by Gary Haugen, Not for Sale by David Batstone, and Understanding Global Slavery by Kevin Bales prior to the start of the course; an essay focused on identifying key causes and structural elements of human trafficking today. 2. Active, engaged involvement with all guest speaker, site visit and class discussion times; for which each student will receive a grade based on his/her overall level of investment, contribution and critical-reflective insight. 3. Participation in six service project days (48 hours total) with partner organizations combating human trafficking in both Cambodia and Thailand; as well as evening debrief/reflection times facilitated by the instructor aimed at critically exploring the needs encountered and the personal/theological impact of these experiences. 4. Completion of weekly one page (single-spaced) reading response memos and at least three journal entries each week in response to instructor prompts focused on the affect of student experiences and reflection on changes in belief, attitudes and understandings of service encountered along the way. 5. Preparation of a minute oral presentation or artistic performance during the final days of the course which gives voice to one s primary learnings with regard to human trafficking, its victims and/or what can be done to be effective agents of change and transformation. 6. Submission of a final 8-10 page integrative paper due one month after the course concludes and focused on personally articulating a faith-based, justice-rooted and culturally-appropriate vision of service in response to this/other global problems.