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This article examines intercultural aspects of global service learning (GSL) focused on gender and sustainable development in rural Tanzania. The discussion draws from critical development and postcolonial feminist approaches to examine how GSL addresses globalization, social histories, and political economies of development. The empirical analysis is based on a program that is designed to develop global awareness, intercultural competence, and critical thinking among students and communities. The relationships, discourses, and actions of the participants are examined through written assignments, a focus group discussion, and observations of activities and the community. The findings of this study contribute to broader debates concerning experiential learning that address students' and other participants' global awareness and intercultural competency. This program also encourages the formation of responsible and ethical partnerships among institutions and communities where GSL is taking place. In sum, we argue that critical approaches to global service-learning ultimately advance inclusive and transformational pedagogies and development

This article highlights how dynamic gender relations affect the diverse experiences of men and women in Appalachia's economic development. The analysis draws from the 1990 and 2000 U.S. Census data to examine and compare the demographic, social, and economic conditions of women and men in Appalachia. The discussion focuses on geographical comparisons among Appalachia's three subregions (Northern, Central, and Southern), as delineated by the Appalachian Regional Commission (ARC), as well as among rural, urban, and metro counties in both Appalachia and the non-Appalachian United States. The discussion outlines how gender roles--particularly the status of women in Appalachia--are being transformed in the context of economic restructuring, shifting educational experiences, changing marriage and family status, and rural urban dynamics. The analysis responds to questions concerning how women's entry into the workforce affects their economic status, if at all. Following the introduction, the article explores some of the geographical aspects of gender relations and the effects of economic restructuring in Appalachia. The social dimensions of women's economic status are outlined through a discussion of educational attainment and family and marital status. Economic aspects of gender differences in the labor market are analyzed, specifically labor force participation, employment in diverse economic sectors, and income. Also examined are public policies that affect women's economic status through access to higher education, childcare, and other social services. The article concludes with a summary of these spatial and socio-economic themes and offers recommendations for achieving gender equity by improving the status of women in Appalachia. (Contains 4 tables and 6 endnotes.)

The growing importance of multiple-income strategies in the changing rural Appalachian economy is discussed via a case study of a network of female home-based machine-knitters. Social networks are an important part of the knitters' recruitment and training process, promote leadership development, and help overcome some of women's economic marginalization in the region. (Contains 49 references.) (TD)

Trading Industries, Trading Regions addresses a timely topic in a conflictive global economic climate, where trade wars between Japan and the United States loom and the recently renamed World Trade [...]

Regional studies has reemerged in recent decades as an important area of geographic analysis. In contrast to the traditional regional school which offers static descriptions of particular places and people, reconstructed regional geography approaches the region as a dynamic process where social relations are linked to spatial structures. Reconstructed regional geography, however, has largely neglected gender as a social category and focuses on class as the fundamental social relation under capitalism. This paper demonstrates how regions are constructed through social processes which include gender as well as class. Historical and contemporary analyses of women and household economic strategies in rural Appalachia illustrate the intersection of gender, place, and scale. Specifically, employment and poverty conditions are examined using county-level data and household strategies are analyzed through intensive interviews with West Virginia women. This paper concludes that gender relations at the household, subregional, and regional scales are critical to the analysis of social and spatial processes in regional geography., The association between gender relations and social and spatial processes in rural Appalachia was analyzed. Employment and poverty conditions in the area were examined using county-level data and intensive interviews. Findings showed that the social and economic conditions which prevailed during Appalachia's period of industrial development have brought about marginalization of rural Appalachian women. Patriarchy and capitalism have impeded women's social and economic advancement in the area.

By Alain Lipietz. New York and Oxford: oxford University Press, 1992. Europe is in the midst of radical change, as the political and economic systems of Eastern Europe restructure and [...]

Since World War II, migrant labor has contributed significantly to Western Europe's economic growth. Initially, industries recruited and hired migrant workers to overcome labor shortages and downward demographic trends within the domestic work force. Since the recession of the mid-1970s, however, migrant labor has faced increasing job loss and restricted entry to many Western European countries. Throughout the postwar period, state immigration policy has supported industry, initially by assisting in the recruitment, and more recently, facilitating the repatriation of migrant workers. Economic and social disparities between developed core and underdeveloped peripheral countries are linked to international labor mobility. Certain sectors in the core benefit from the reserve labor froce while emigration from peripheral countries partially contributes to these countries' economic problems. These issues are explored through a case study of the employment of North Africans in the French automobile industry. Key Words: migrant labor, uneven development, industrial restructuring, state immigration policy.

Structural Change in the World Economy. Edited by A. Webster and J. H. Dunning. London: Routledge, 1990. From the title Structural Change in the World Economy, one expects a book [...]

To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1467-8306.2007.00552.x Byline: Ann M. Oberhauser (*) Keywords: children's geographies; globalization; neoliberalism; uneven development Author Affiliation: (*)Geography Program, West Virginia University, Morgantown, WV

Labor has been employed in industrial homework since the period of early industrialization. Only recently, however, have economists and social scientists begun to recognize its role in economic development and [...]

This paper examines the transformative role of critical feminist pedagogy as it applies to global experiential learning. I argue that a feminist approach to global education challenges racialized, neoliberal, and colonizing dimensions of higher education. Global experiential learning provides the basis for an interactive or relational form of critical feminist pedagogy within cross-cultural and transnational communities. The methodology for this research is grounded in decolonizing and feminist pedagogies that address multiple levels of engagement within the education process and among students, faculty, and communities. This discussion demonstrates how critical feminist pedagogy effectively addresses societal issues concerning power, privilege, and knowledge production that are evident in the context of rising populism and nativism in the U.S. The analysis in this paper includes a case study of a global experiential learning program in which university students worked with community-based organizations in rural Tanzania. Their pre-departure orientation, assignments, field-based learning, and overall experiences are examined in light of this pedagogical approach. In sum, this pedagogical analysis demonstrates how transnational and feminist practices provide effective ways to construct decolonizing engagement and community-based learning in global education. [ABSTRACT FROM AUTHOR]

Faculty mentoring is a critical part of career advancement in higher education. Programmes that provide mentoring for early career scholars, especially women and underrepresented faculty members, are shown to support and improve the success rate of both faculty and their universities. This paper examines the challenges and rewards of mentoring women faculty from a feminist geographical perspective. Mentoring is often situated in hierarchical and masculinist structures and neoliberal environments of higher education in which expectations are stacked against women and underrepresented faculty. This analysis contributes to the mentoring literature by examining mentoring from a feminist perspective, including attention to the principles of dialogue, reflexivity, and ethics of care, and providing strategies of resistance to support successful mentoring. Our research focuses on a mentoring model with an advanced and an early career women faculty member located at two different institutions in the U.S. This research is grounded in autoethnography as a way to support and build on the role of transparency about expectations, personal and professional reward systems, and logistics in this relationship. We conclude that feminist mentoring entails critical engagement with the experiences of faculty in the neoliberal academy in order to develop sustainable and supportive mentoring. [ABSTRACT FROM AUTHOR]

The article examines the negotiation of gender identity and socioeconomic empowerment in home-based garment workers in rural Appalachia. Although working at home and garment-making have been traditionally associated with the pre-liberation female role, the income gained for such activities has shifted them to empowerment status.

This article examines intercultural aspects of global service-learning (GSL) focused on gender and sustainable development in rural Tanzania. The discussion draws from critical development and postcolonial feminist approaches to examine how GSL addresses globalization, social histories, and political economies of development. The empirical analysis is based on a program that is designed to develop global awareness, intercultural competence, and critical thinking among students and communities. The relationships, discourses, and actions of the participants are examined through written assignments, a focus group discussion, and observations of activities and the community. The findings of this study contribute to broader debates concerning experiential learning that address students' and other participants' global awareness and intercultural competency. This program also encourages the formation of responsible and ethical partnerships among institutions and communities where GSL is taking place. In sum, we argue that critical approaches to global service-learning ultimately advance inclusive and transformational pedagogies and development. [ABSTRACT FROM AUTHOR]