Introduction to Program and Materials

8/12/2019 Introduction to Program and Materials

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INTRODUCTION TO THE PROGRAM AND MATERIALS

HISTORY AND AIMS

Roots of Change is a unique, self-guided group learning program requiring no academic background. ISEC rst set up The Roots of Change study program in !!". The goal #as to bring together concerned indi$iduals in communities around the #orld to e%plore thesystemic causes of today&s global and national problems. The curriculum pro$ides aframe#ork #ithin #hich small groups of indi$iduals 'study circles( discuss and planstrategic responses.

The aims of Roots of Change are)

• To encourage a broad analysis of the origins and workings of the global economy.• To promote discussion of the impact of corporate globalisation on participants’ own

communities and around the world.• To facilitate and inspire strategic local action and 'translocal' partnerships.

*eedback from past Roots of Change groups has been e%tremely positi$e, #ith group memberssaying that they found the process generated a strong sense of commitment to action, as #ellas pro$ing e%tremely re#arding on a personal le$el. +any of the groups stayed together longafter they had completed the study program, being inspired to #ork together to start local

ne#sletters, local food initiati$es and other campaigns.

WHY STUDY CIRCLES?

earning and #orking for change is both more fun and effecti$e #hen #e do it as a group. fcourse indi$idual action has an important part to play, but #hen #e oin together #ithfriends, neighbors and other like-minded people, #e increase our po#er to make thingshappen much faster and #e can gain emotional strength and support from a sense of sharedpurpose.

THE CURRICULUM AND THE LEARNING PROCESS

The curriculumThe study materials that you #ill be using consist primarily of articles and book e%cerpts thatha$e been organised into topical sections, or /modules0. These are taken from the #ritings ofthe #orld0s leading /ne# paradigm0 thinkers - in the elds of economics, politics, ecology,culture etc. 1elo# you #ill nd a basic outline of the study circle topics and a list of the mostcurrent readings. These #ill gi$e you an o$er$ie# of the terrain that your group #ill betra$ersing.

ISEC

THE INTERNATIONAL SOCIETY FOR ECOLOGY AND CULTURE

Roots of Change progrm



To help your study circle approach the broad range of ideas co$ered in the curriculum in asystematic #ay, the modules are arranged in a sequential order, each #ith a briefintroduction, a list of the contents of that module and a set of questions to guide discussion.2hile #e ha$e clustered readings in this #ay, it is important to remember that each part is best understood #hen it is $ie#ed in relation to the preceding modules.

The ler!i!g "!# u!ler!i!g$ proce%%& re&e'mi!i!g our i#e% !# opi!io!%ur materials help you to see the 3big picture4, stepping back to challenge basic assumptionsabout issues such as economics, de$elopment, ecology, culture and technology. ooking at theinterconnections bet#een these different spheres encourages you to see beyond single-issues,to#ards the /root causes0 of the crises facing the #orld today. 2e ha$e found that e%aminingthese issues systemically is the best #ay to stimulate creati$e thinking about strategic localinitiati$es and global partnerships. 5s author +anish 6ain notes, the learning process oftenin$ol$es &unlearning to see ne# possibilities&.

The ler!i!g proce%% & (or)i!g (i*h our +eeli!g% !# emo*io!%Ideas are only part of the picture. It is also important to re7ect on ho# #e are personally

affected by the current system, ackno#ledging and addressing ho# #e feel about #hat ishappening to the #orld. This is not al#ays an easy task as there is a tendency to shy a#ayfrom discussing our o#n emotions. 8o#e$er, failing to do so can lead to #hat is kno#n inthe sphere of acti$ism as 3burn out4, or simply to indi$iduals feeling that they are alone intheir fears and sense of despair. Talking as a group, in a supporti$e setting, about feelings thatcome up as you #ork through the material can be a $ery important and $aluable aspect of thestudy. Each group and participant #ill be different, but it is important to e%press feelings suchas frustration, anger and po#erlessness, as #ell as e%citement, inspiration and hope.

The ler!i!g proce%% & (or)i!g *o(r#% c*io!Clarifying our understanding and emotions on a #ider scale, #ill hopefully pro$ide a clearerframe#ork from #hich to approach issues of concern in your local neighborhood , ocal

solutions ha$e to be part of the global solution, and $ice $ersa. 2e are one #orld - #e are allconnected.

*inally, #e also #ant to emphasise that *he curriculum %houl# !o* -e *hough* o+ %chi%ele# i! %*o!e, 2e hope that your discussions #ill lead you to suggest other readingsand discussion questions that #ill impro$e the materials for the benet of future groups.9eriodically, #e may also send other material that #ill add to the e%isting articles. 2e lookfor#ard to your feedback and comments.

HOW A ROOTS OF CHANGE GROUP WOR.S:

Study circles may $ary in si:e from ;-<= people, #ith >-< generally being optimal. It is up toeach group to decide ho# frequently they meet, and the length of each session.

Each group #ill need to select a co-or#i!*or #ho #ill be the point of contact #ith ISEC. Thisperson #ill be responsible for communicating #ith us regarding the group&s needs and #e#ill send information and materials directly to them. 2hoe$er initiated the study circle may be happy to continue to play this role, but if not then another participant #illneed to $olunteer to take on this responsibility.



?roups may or may not #ish to appoint a +cili**or for the meetings. This person #ill helplead the meetings and ensure that discussion does not stray too far off topic. This role can belled by one person, or rotated amongst the group.

2e ha$e tried to cap full indi$idual modules at @= pages of reading 'sometimes adding

optional bonus readings(. +ost modules are a little, but a fe# are longer. The latter ha$e beendi$ided into submodules. It is up to your group to determine ho# fast you mo$e through thereadings. Some study groups choose to discuss a ne# module e$ery #eek, others, once ort#ice a month. Study circles in the past ha$e taken as little as three months and as long as onefull year to nish. 2e recommend #orking at a pace that pro$ides plenty of time to re7ectand that doesn&t o$erburden any indi$idual group member #ith too much reading bet#eenmeetings. 9articipating in this program should be stimulating and enriching, not an%iety-inducing. If it becomes the latter, #e recommend ha$ing a group discussion dedicated tore$isiting your pace and process. ?roups #ith greater time constraints, might considersplitting up and assigning the readings to indi$idual group members or subgroups. 5t thediscussion meetings each subgroup can then take turns presenting their readings to the rest of

the group. 5lternati$ely, if your group 'or indi$iduals #ithin the group( can only read anabridged $ersion of the curriculum, #e recommend follo#ing Tracks < or A. 5nd nally,study groups can look through the full curriculum and design their o#n tailored paths.

Trc) /0 1ull Curriculum+odules -"

Trc) 20 A-ri#ge# Curriculum3Core Mo#ule% O!l4+odules -@, !, = and " 'Track minus most of the thematic modules such as EconomyBScience and TechnologyB ConsumerismB Education, etc(.

Trc) 50 A-ri#ge# Curriculum3Core Re#i!g% O!l4 "All Mo#ule%$ Includes all readings #ith a star '( symbol 'see the complete list of readings belo#(.

2e encourage study circles to read the entire curriculum, as each indi$idual module ts intoand builds upon a larger narrati$e. In so doing, you #ill gain a deeper appreciation of theinterconnectedness of many of todays most dire challenges, and hence, the need for systemicsolutions 'see +odules !-"(. 8o#e$er, as noted abo$e, study circles are free to read selectedmodules instead of the entire curriculum.

ISEC PRO6IDES0

The curriculum, 2e #ill send a master copy 'in CD form( of the curriculum to the co-ordinator once it is ordered from our online store. It is up to the co-ordinator to organise thephotocopying of each article for distribution to group members.

Gui#!ce. otes about such areas as structuring meetings, keeping members in$ol$ed,moderating discussions, and helping the group achie$e its goals 'see our guidelines forparticipants and facilitators(.



Tri!i!g) ISEC #ill organise facilitation training, as #ell as #orkshops on the issues that areco$ered in the curriculum if there is enough interest 'usually from t#o or more studygroups(. Depending on the location of the study group, ISEC staff can organise in-person orinteracti$e on-line trainings using Skype 'or similar programs(. Suppor*) 5n ISEC Roots of Change program assistant #ill be a$ailable to ans#er questions,help trouble shoot and offer moral support to coordinators and group members. ISEC staff

#ill also be a$ailable to help facilitate the mo$e from education to action by connecting groupmembers to inspiring resistance and rene#al initiati$es in their area.

WHAT WE NEED 1ROM YOU0

1ee. 2e ha$e to charge participants a small amount to oin the program in order to help offsetsome of ISEC0s production, administration and mailing costs. 2e are asking for a 789:;59 feefor the cost of shipping and materials, #hich can be paid by you indi$idually, or di$idedamong group members. The only other cost that groups ha$e to bear is that of photocopyingthe materials that #e send to the co-ordinator. We re hpp4 *o co!%i#er re#uci!g orelimi!*i!g *he +ee +or *ho%e u!-le *o co<er *hi% co%*, Ple%e %e!# %hor* le**er e'pli!i!g

4our !ee#%,

1ee#-c), 2e also ask that our groups keep in close touch #ith us through the co-ordinator.*eedback from running Roots of Change groups is in$aluable for the program and helps us tokeep our groups up-to-date and in touch #ith each other. 5fter three months from thestarting date, #e #ill send you an online feedback sur$ey and also pro$ide a printablefeedback form #ith the rest of the materials for groups that ha$e completed the curriculum.

To or#er the complete Foots of Change curriculum CD, or to ler! more aboutho# to start a study circle, $isit our #ebsite at) www.isec.org.uk or send us an email

at)infoGHisec.org.uk 'GH J Europe J 5frica(infoGS5isec.org.uk 'orth 5merica J Central 5merica J South 5merica J 5sia(

http://www.isec.org.uk/

http://www.isec.org.uk/



THE CURRICULUM IN =RIE1 $er the last @== years, numerous, predominantly local and human scalesocieties ha$e been transformedKbecoming increasingly industriali:ed andglobali:ed. In the process, both the distance bet#een people and po#er, and the

separation bet#een production and consumption ha$e gro#n, and people ha$e become alienated from each other and from the natural #orld. These broad,structural changesKand the forces that ha$e animated themKare at the root ofmany of the crises #e face.

The rst part of the Roots of Change curriculum '/@== Lears of 9rogressM0(unra$els this history. In the process readers #ill be treated to a selection ofpo#erful $oices that question a number of #idely-held assumptions aboutprogress, gro#th, #ealth, and de$elopment. Deep >ue%*io!i!g o+ *hi% !*urec! -e e'ci*i!g !# li-er*i!g -u* i* c! l%o -e o<er(helmi!g, In recognition

of this, the curriculum also includes the Hope Trove , full of beautiful and mo$inge%cerpts of poetry and prose on hope, on #orking through despair, one%panding our boundaries, and on personalNsocial transformation.

The second half of the curriculum '/Fesistance and Fene#al0( pro$ides readers#ith a broad understanding of the steps needed at the local, national, andinternational le$els to shift the #orld in a more sustainable direction. 2e ha$etaken pains to sho#case e%amples of resistance to the dominant order, as #ell asrenewal through brilliant ideas and initiati$es that pregure a much morehumane, healthy, and happy future. 1or e<er4 cri*icl e'po%@ i! *he r%*

%ec*io! (e i!clu#e i! *he %eco!# !e( i#e% !# *!gi-le i!%*ruc*i<e li<i!g%olu*io!% *h* (ill i!%pire, 2here the curriculum ends, the ourney of action

begins.



OUTLINE O1 STUDY MODULES

O<er<ie() &Shifting Directions) *rom ?lobal Dependence to ocal Interdependence&

SECTION I0 899 Yer o+ Progre%%? B 1rom Locl *o Glo-l

+odule K&Cultures of 9lace&) Scale, 9lace, Community+odule <KColonialism and the &Tragedy of Enclosure&+odule AKDe$elopment

a. $er$ie# and Dri$ers of /De$elopment0 b. Ouestioning /De$elopment0c. /Colonisation of the +ind0

+odule "K9arado%es of 9rogress and ?ro#th1GS +oduleKEconomy

+odule @KCorporate ?lobalisation J Corporationsa. 8istoryN Structure b. Costs of Corporate ?lobalisation

c. Corporations+odule ;KThe 9olitics of Science and Technology+odule PK2hat is Education *orM+odule >KConsumerism and the +yth of Consumer So$ereignty

SECTION II0 RESISTANCE RENEWAL B 1rom Glo-l *o Locl

+odule !K&The 1ig 9icture1GS +oduleK&5 +o$ement of +o$ements& J &Fesistance is ?lobal&

+odule =K5lternati$e's to( De$elopment

+odule KFethinking Education+odule <KFethinking Science and Technology+odule AK1eyond Consumerism+odule "KTo#ard Di$erse, ocal i$ing Economies

a. Challenging Corporate 9o#erJ&Degro#th& b *rom ?lobal Dependence to ocal Interdependencesc. ?rassroots EconomicsKTools for Creating Di$erse ocal Economies

GETTING STARTED3Wh* C! We Do a. &Fesistance Q Fene#alKrganisations Q Initiati$es for Change& b. &*ilms for Change&



1ULL CURRICULUM OUTLINE(* Indicates core readings for 'Abridged Track 3')

*Overview: Norberg-odge! ("###) 'S$ifting %irections& ro oba %e+endence to ,oca

Interde+endence' ISEC! S/.

Sec*io! I, 899 Yer% o+ Progre%%? B 1rom Locl *o Glo-l

Mo#ule /3Cul*ure% o+ Plce0 Scle Plce Commu!i*4orberg-8odge, 8. '<==!( /2e 8a$e to i$e Together0 p. "@-@" in !ncient "utures: #earning from #adakh. San *rancisco) Sierra Club 1ooks.

+ander, 6. '!!( /essons in Stone-5ge Economics0 p. <";- <@@ in $n the !bsence of the %acred ,San *rancisco) Sierra Club 1ooks.

1odley, 6. '<==>( &5nthropological 9erspecti$es on Contemporary 8uman 9roblems& p. A-!B/5daptation, Tribal Culture, and the En$ironmental Crisis0 p. <@-<;, <>-AA, ;P-P= in!nthropology and Contemporary Human &roblems , @th edition, anham, +D) 5lta+ira 9ress.

Snyder, ?. '!!=( &The 9lace, the Fegion and the Commons& p. A-"= in The &ractice of the ild2ashington D.C. Shoemaker and 8oard.

*oster, 6.1. '<==<( /?lobali:ation and the Ecological +orality of 9lace0 p. >A-!= in (cology!gainst Capitalism e# Lork) +onthly Fe$ie# 9ress.

BONUS& orberg-8odge, 8. '<==!( /&i$ing #ith the and&, p. !-A; in !ncient"utures: #earning from #adakh. San *rancisco) Sierra Club 1ooks.

0erkes et a.("###) 1edisco2er of Traditiona Ecoogica /nowedge as Ada+ti2e4anageent' ! +. 5"6575"8" ! Ecological Applications! 5#(6).

9osey, D. 'nNd( &Indigenous Ecological Hno#ledge& p. <@-<P in &aradigm ars:$ndigenous &eoples Resistance to )lobali*ation , San *rancisco) International *orum on?lobali:ation.

Mo#ule 23Colo!ili%m !# *he Trge#4 o+ E!clo%ure9eterson, 1. '<==<( &1urning 1ooks and Destroying 9eoples& p. A>-"" in 1igelo#, 1. and9eterson, 1. 'eds.( Rethinking )lobali*ation: Teaching for +ustice in an ,n-ust orld +il#aukee)

Fethinking Schools 9ress.Rinn, 8. '<==A( /Columbus, the Indians and 8uman 9rogress0 p. -P, -<< in ! &eople'sHistory of the ,nited %tates , e# Lork) 8arper Collins.

Cuautemoc, C. '!!P( /The +arshallte:uma 9lan0 in Fesurgence, o >".

Shi$a, . '<==;( &i$ing Economy& p. !-<! in (arth emocracy ondon) Red 1ooks.+onbiot, ?. '!!"( &The Tragedy of Enclosure& in %cienti/c !merican , 6anuary.



=ONUS) Da$is, +. '<=="( &The 9olitical Ecology of *amine& p. ">-; in 9eet, F. and2atts, +. 'eds( #iberation (cologies , <nd Edition, ondon) Foutledge.

1odley, 6. '<==>( /The Gncontrolled *rontier0, p. AP-@A in 0ictims of&rogress anham, +D) Fo#man Q ittleeld.

1odley, 6. '<==>( /Cultural +odication 9olicies0 p. P-<> in 0ictims of &rogress

anham, +D) Fo#man Q ittleeld.

Mo#ule 53De<elopme!*, O<er<ie( !# Dri<er% o+ De<elopme!*F1lack, +. '<==<( /The 8istory of an Idea0 p. =-<! in The 1o21onsense )uide to $nternationalevelopment %ford) e# Internationalist and ondon) erso.

Ell#ood, 2. '<==@( &The 1retton 2oods Trio& and &Debt and Structural 5dustment& p. <;-@> inThe 1o2nonsense )uide to )lobali*ation. %ford) e# Internationalist and ondon) erso.

-, ue%*io!i!g De<elopme!*F

1road, F. and Ca$anagh, 6. '<==;( /The 8iacking of the De$elopment Debate 8o# *riedmanand Sachs ?ot It 2rong0 p. <-<! in orld &olicy +ournal , Summer.

?oldsmith, E. '!!!( &Empires #ithout 5rmies& p. @"-@P The (cologist ol <!) o. A+ayN6une.

orberg-8odge, 8. '<==!( /The De$elopment 8oa%&, p. "-@; in !ncient "utures: #earning from #adakh. San *rancisco) Sierra Club 1ooks.

Este$a, ?. '!!<( /De$elopment0 p. -< in Sachs, 2olfgang 'ed.( The evelopment ictionary: !)uide to 3nowledge as &ower , ondon and e# Lork) Red 1ooks.

=ONUS0 ummis, D. '!!<( /Equality0 p. ""-@= in Sachs, 2olfgang 'ed.( Theevelopment ictionary: ! )uide to 3nowledge as &ower , ondon and e# Lork) Red1ooks.

Tucker, . '!!!( &The +yth of De$elopment) 5 Critique of a EurocentricDiscourse& p. -", ;-! in +unck, F. and &8earn, D. 'eds.( Critical evelopment Theory:Contributions to a 1ew &aradigm , ondon) Red 1ooks.

Si$araksa, S. '!!<( /Ouantifying De$elopment0 p. A@-"A in %eeds of 9eace, 1erkeley, C5)9aralla% 9ress.

c, Colo!i*io! o+ *he Mi!#Forberg-8odge, 8. '!!@( /The 9ressure to +odernise0 p. !-=> in The "uture of &rogress ,Totnes) ?reen 1ooks td.

Shrestha, . '<==@( /1ecoming a De$elopment Category0 p. <;;-<PP in Crush, 6. 'ed.( The&ower of evelopment , ondon) Foutledge.

Mo#ule 3Pr#o'e% o+ Progre%% !# Gro(*horgaard, F. '!!"( /The Illusions of 9rogress0 p. "!-; in evelopment 4etrayed , ondon and



e# Lork) Foutledge.

Tucker, '!!!( &9rogress and Ci$ili:ation,& p. "-; in &The +yth of De$elopment) 5 Critiqueof a Eurocentric Discourse& in +unck, F. and &8earn, D. 'eds.( Critical evelopment Theory:Contributions to a 1ew &aradigm , ondon) Red 1ooks.

1odley, 6. '<==>( /The 9rice of 9rogress0 p. ;P->" in ictims of 9rogress, anham, +D)

Fo#man Q ittleeld.

Schor, 6. '!!( /The $er#orked 5merican,0 p.-P, =-A in The 5verworked !merican: The,ne6pected ecline of #eisure. 1asic 1ooks) e# Lork.

+cHibben, 1. '<==P( /5fter ?ro#th0 p. @-"@ in eep (conomy. e# Lork) Times 1ooks.

International *orum on ?lobali:ation '<=="( &Standards of +easurement& p. !>-<=" in !ltern2atives to (conomic )lobali*ation , <nd Edition, San *rancisco) 1arrett-Hoehler 9ublishers.

=ONUS0 ayard, F. '<==@( &5re 2e ?etting 8appierM& pages <!-A> in Happiness: #essons

from a 1ew %cience. 9enguin) e# Lork.Schor, 6. '<==A( &The 'e$en more( o$er#orked 5merican& p. -". 5nother $ersion ofthis article #as e$entually published in the e%cellent edited $olume, Take backyour time) ghting o$er#ork and time po$erty in 5merica 'ed. 6ohn De ?raaf(1errett-Hoehler 9ublishers.

8einberg, F. '<==P( &9eak E$erything& 7use#etter >@ N September p. ->.http)NNarchi$e.richardheinberg.comNmuseletterN>@

6ackson, T. '<==!( &rosperity ithout )rowth8 Sustainable De$elopment Commission,GH.

Daly, 8. '<==@( /Economics in a full #orld0, p. ==-=P in %cienti/c !merican , <!A'A(.

9ogge, T. '<==>( &?ro#th and Inequality) Gnderstanding Fecent Trends and9olitical Choices& p. ;;-P", Dissent, 2inter.

2ood#ard D. and Simms 5. '<==;( &?ro#th Isn&t 2orking& e# Economics*oundation.

=ONUS Mo#ule3Eco!om4Shi$a, . '<==;( &i$ing Economy& p. A-! in (arth emocracy ondon) Red 1ooks.

*oster, 6.1. '<==<( /The Ecological Tyranny of the 1ottom ine0 p. <;-A", A;-A> in (cology!gainst Capitalism , e# Lork) +onthly Fe$ie# 9ress.

Horten, D. '<==!( &*rom 9hantom 2ealth to Feal 2ealth& p. <;-<> in ollars and %ense ,+ayN6une. 5D '<==!( &5 Feal +arket 5lternati$e& p. <@-A" in !genda for a 1ew (conomy. San*rancisco) 1arrett-Hoehler 9ublishers.

+ies, +. and 1ennholdt-Thomsen, . '!!!( /?lobalisation and Subsistence0 p. @<-;= in The%ubsistence &erspective +elbourne) Spinife% 9ress.

http://archive.richardheinberg.com/museletter/185

http://archive.richardheinberg.com/museletter/185



1erthoud, ?. '!!<( /+arket0 p. ><->; in Sachs, 2. 'ed.( The De$elopment Dictionary) 5 ?uideto Hno#ledge as 9o#er. ondon and e# Lork) Red 1ooks.

=ONUS0 Schumacher, E.*. '!PA( &1uddhist Economics& p. @A-;< in %mall is 4eautiful ,9erennial ibrary.

Fasmussen, D. '<==P( &The 9riced $ersus the 9riceless&, p. -A. 9resented to the LaleGni$ersity 9rogram in 5grarian Studies, Colloquium Series *all <==PU<==>. 5n earlier$ersion of this article #as published in <==", $nterculture , "P, ctober.

Mo#ule 83Corpor*e Glo-li*io! B Corpor*io!%, Hi%*or4 !# S*ruc*ure?eorge, Susan '!!!( /5 Short 8istory of eo-liberalism) T#enty Lears of Elite Economic andEmerging pportunities *or Structural Change0, paper presented at the Conference nEconomic So$ereignty In 5 ?lobalising 2orld, <"-<; +arch.

Ca$anagh, 6. and +ander, 6. 'eds.( '<=="( /Design for Corporate Fule0 p. A<-@" in !lternativesto (conomic )lobali*ation 9nd(dition San *rancisco) 1arrett-Hoehler 9ublishers.

Ell#ood, 2. '<==@( &?lobal Casino& p. ><->! in The 1o2nonsense )uide to )lobali*ation , %ford)e# Internationalist and ondon) erso. "Op*io!l Up#*e$ 1ello, 2. '<==!( &The globalcollapse) a non-orthodo% $ie#&, Transnational Institute, *eb .

9rincen, T. '<==<( &Distancing) Consumption and the Se$ering of *eedback& p. 'bottom of( <;-A in 9rincen, T. et al. 'eds.( Confronting Consumption , Cambridge, +5) +IT 9ress.

=ONUS) ?ray, 6. '<===( /*rom the ?reat Transformation to the global free market0

p. -P, -< in "alse awn: The elusions of )lobal Capitalism. e# Lork) The e#9ress.

*ighting *T5s report '<==P( &Coloni:ation Fedu%) ne# agreements, old games& p. @-!.

Curtis, *. '<==!( &9eak ?lobali:ation) Climate change, oil depletion and globaltrade& (cological (conomics ;!) "<PU"A"

Daly, 8. '!!A( &The perils of free trade& p. @=-@; in %cienti/c !merican , <;!'@(.

-, Co%*% o+ Corpor*e Glo-li*io!2oodin, +. and ucas, Caroline. '<=="( &5 2orld in Decline& p. AA-"@ and &1o% . ?reens

and ?ro#th& p. <-AB &?lobalising 9o$erty, Inequality and Gnemployment p. ";-;, in )reen!lternatives to )lobalisation. ondon) 9luto 9ress.

Da$is, +. '<=="( &9lanet of Slums& p. >-P, <A-<P in 1ew #eft Review , <;, +archN5pril.

orberg-8odge, 8. '<==( &?lobalisation and Terror&, p. in The Ecologist, December, and'<==<( /Social Costs of ?lobalisation0 The (cologist , September.

=ONUS0 e# Economics *oundation '<===( &Collision Course) *ree Trade&s *ree Fide



on the ?lobal Climate& p. -<=. e# Economics *oundation, GH.

+organ et al. '<==( &?ender and ?lobal Corporati:ation& p. >"->; in Fit:, D.'ed.( efying Corporations e/ning emocracy. e# Lork) 5pe% 9ress) and SouthLarmouth, +5) 9C5D.

c, Corpor*io!%

+ander, 6erry '!!;( /The Fules of Corporate 1eha$ior0 p. A=!-A<< in The Case !gainst the)lobal (conomy San *rancisco) Sierra Club 1ooks.

1akan, 6. '<==@( /Feckoning0 p. "A-@@ in The Corporation: The &athological &ursuit of &ro/t and&ower , e# Lork) *ree 9ress.

=ONUS) ETC ?roup '<==>( &2ho #ns atureM Corporate 9o#er and the *inal*rontier in the Commodication of ife& p. "-=, o$ember.

?rossman, F. and 5dams, *. '<==( /Taking Care of 1usiness0, p. @!-P in Fit:, D.'ed.( efying Corporations e/ning emocracy. e# Lork) 5pe% 9ress) and South

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aternati2e :ubic %istribution Sste' +. 55-5" in '1ecaiing autonoous foodsstes& t$e roe of oca organiations in faring! en2ironent and +eo+eBs access to food!'

+a+er +resented at t$e Internationa Conference on ,and! :o2ert! Socia ustice

and %e2eo+ent! $osted b t$e Institute of Socia Studies and t$e Inter-C$urc$>rganiation for %e2eo+ent and Coo+eration! 5"-5@ anuar! T$e ague! T$e

Net$erands.

http://www.communityeconomies.org/papers.php

http://www.communityeconomies.org/papers.php

Documents

Introduction to Program and Materials