This article examines the pedagogical benefits associated with teaching globalization from a feminist perspective. In addition to its focus on the often neglected gender dimensions of globalization, the feminist approach provides a less abstract and disempowering understanding of global processes than that found in many political economy accounts. The article uses a variety of examples to show how this perspective helps students make the connection between their daily lives and these complex processes.
Amoore, L., and P. Langley. 2001. Experiencing globalization: Active teaching and learning in international political economy. International Studies Perspectives2: 15–32.
2.
Brecher, J., and T. Costello. 1994. Global village or global pillage: Economic reconstruction from the bottom up. Boston: South End Press.
3.
Çatagay, N., D. Elson, and C. Grown. 2000. Introduction. World Development28 (7): 1145-1156.
4.
Enloe, C.2001. Bananas, beaches and bases: Making feminist sense of international politics. Berkeley: University of California Press.
5.
Fernandez-Kelly, M. P.1983. For we are sold, I and my people: Women in industry in Mexico’s frontier. Albany: State University of New York Press.
6.
Freeman, C.2000. High tech and high heels in the global economy. Durham, NC: Duke University Press.
7.
Garson, B.2001. Money makes the world go round. New York: Viking Press.
