Meeting of March 6

Before this first class, read "Passports", chapter 8 in Nigel Swift et. al. (eds) Globalization in Practice,  OUP 2014, supplied in iLearn.   In class, be prepared to answer in writing some short questions about the use of passports in the modern world.  Access to the internet will be an advantage, though not absolutely necessary, and so please if possible bring your laptop or phone or other internet enabled device.  There is no specific reward or penalty for this exercise, which is designed to alert you to some of the issues likely to arise in the substantive simulations.

Roles for the first simulation will be allocated at this meeting.

Wednesday 20 March

Through research in the preceding weeks, and following the first meeting on March 6, students have informed themselves on the actor they are to represent and the position/s it is likely to have and to propose regarding the stated scenario. Skills in argumentation and communication, as well as background knowledge, are then tested in the role playing forum.

Time limits apply for each actor to state their position. After each actor has done so, an open but structured session of debate will follow.  See the iLearn page for the 'rules of engagement'. 

Written notes can be brought to the live exchange.

Please submit your notes to link on the iLearn site by the end of the day of the meeting.

Roles for the second simulation will be allocated at this meeting.

Meeting of Wednesday 10 April

Through research in the preceding weeks, following the earlier meetings, students have informed themselves on the actor they are to represent and the position/s it is likely to have and to propose regarding this scenario. Skills in argumentation and communication, as well as background knowledge, are then tested in the role playing forum.

Time limits apply for each actor to state their position, and these limits and other rules of engagement are set out in an iLearn page of the unit.  After each actor has set out their position in the class meeting, an open but structured session of debate will follow.

Written notes can be brought to the live exchange.

Please submit your notes to the link on the iLearn site by the end of the day of the meeting.

Roles for the third simulation will be allocated at this meeting.

Meeting of Wednesday 8 May 

Through research in the preceding weeks, following the earlier meetings, students have informed themselves on the actor they are to represent and the position/s it is likely to have and to propose regarding this scenario. Skills in argumentation and communication, as well as background knowledge, are then tested in the role playing forum.

Time limits apply for each actor to state their position, and these limits and other rules of engagement are set out in an iLearn page of the unit.  After each actor has set out their position in the class meeting, an open but structured session of debate will follow.

Written notes can be brought to the live exchange.

Please submit your notes to the link on the iLearn site by the end of the day of the meeting.

Meeting of May 22

A written summary of the three scenarios (total 1500 words), noting especially for each case what critical reflection you would make of your own role in light of the simulations are they turned out.  If using sources, do so sparingly and reference them. The main aim is for you to summarise content succinctly, and to auto-critique your own role(s).  Dedicate roughly the same number of words to each scenario. 

The last in-class session (22 May) is an opportunity for presentation and exchange of ideas and insights for this piece of work, and the paper should be submitted by the end of that week..