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Summaries of session1
Getting to know each other: a game introduced by the facilitator
What is this course about?
The game ´Global Detector´. This shows the significance of TNCs and globalisation
to our own lives.
The facilitator introduces the name and aims of the project. S/he explains who is running
it, who else around the world is taking part, and what is expected from each study circle
in the project.
Going round in turn, each member says what he or she hopes to get from the course. The facilitator writes this up on flipchart paper. Study circle members reflect on what is expected from them and what they expect from the course.
Planning the Work
Introducing ourselves to the other study circles in the project
In pairs, preferably with someone you do not already know well in the group, interview
each other, with the listener writing down what is said. Here are some suggested
questions. Be funny if you like! The facilitator should gather in the written answers
afterwards.
Summary and evaluation of this session
The study circle evaluates the session, using the form provided.
The facilitator hands out and briefly goes through a questionnaire TNCs in Our Country. This is about the role of TNCs in your own country. During the week please try to research and answer as many of its questions as you can and bring the results to Session 2. If possible, it is best to do this in small groups of two or three. You should choose your groups now.
You will need:
Points to bear in mind:
Session 1 aims to put the study circle members at ease with each other, familiarise them
with the course and how a study circle works, and give them the opportunity to reflect on
what is expected of them and what they hope to get from the course.
Use a lively game to introduce members to each other. If you wish, you can choose one of
the two suggestions provided in these materials.
It is important that everyone learns to listen to others as well as have the confidence to
speak up and take part.
The handbook for study circle facilitators has many pointers to help you achieve the right
atmosphere for learning. In particular, you should read the section `The First Meeting in
your Study Circle'.
Additional materials available: Handbook for study circle facilitators
Activities before Session 2
You can choose one of these or use another one that you know of.
1. This game was suggested by Tiia Kask, the study circle coordinator in Estonia.
Give a large piece of paper and pen to each person. They should use the paper long side to
the top. Ask them to write their name clearly on the top and draw lines horizontally and
vertically, dividing the rest of the space into four equal boxes. In the top left hand
space they should write one word describing themselves. In the top right hand space ask
them to draw their dream. In the bottom left hand space they should draw their hobby. In
the bottom right hand space, ask them to draw answer in one word the question I am proud
of....? The pictures should then all be put up on the wall for everyone to see. People
should also be provided with the opportunity to ask questions. It gives everyone a good
chance to know each other and recognise what they have in common.
2. Ask the group to form pairs from people sitting next to each other. Preferably they should pair with someone they do not already know well. Inside the pairs, they take turns to tell each other about themselves. One tells the other whatever s/he wishes to say about him- or herself and the other listens carefully. Then they reverse. Take about 5 minutes each way. Reform the whole group. Each person takes it in turn to introduce their partner to the rest of the group, recalling what the other person said about themselves.
'GLOBAL DETECTOR'
This 'game' takes only about ten minutes and is a good way of focussing a group on the
impact of globalisation and transnational corporations on our lives. You may need to adapt
it to suit how people live locally.
Hand one of the statements in the boxes to someone in the group. Note that there is one
statement for men and another for women. Ask him/her to read out the statement clearly to
the whole group. Then ask him/her to read the same statement out again. As s/he does so,
break in with the commentary.
Statement for men:
We awoke to the ringing of an alarm clock. While my partner got the kids up, I pulled on
some sport shoes and went out for a run.
On returning home, I had a wash and ironed my shirt. As time was running short, we dressed
hurriedly.
While eating breakfast I glanced at the newspaper which had reports of a riot in London.
Then we left for work, calling in at a petrol station on the way.
Statement for women:
We awoke to the ringing of an alarm clock. While I got the kids up, my partner pulled on
some sports shoes and went out for a run.
I had a wash and when he got home my partner ironed his shirt. As time was running short,
we dressed hurriedly.
While eating breakfast I glanced at the newspaper which had reports of a riot in London.
Then we left for work, calling in at a petrol station on the way.
Commentary for the Facilitator
We awoke to the ringing of an alarm clock ...
Stop! You have encountered the global. Your clock is a product of the Sony Corporation
based in Japan. The clock was assembled in a Sony plant in Brazil from component parts
produced in Japan, Mexico and West Germany. It was shipped from Brazil in a Greek-owned
ship manufactured in Sweden, licensed in Liberia and staffed by a Filipino crew.
... pulled on some sports shoes and went out for a run.
Stop! Here's the global again! The sports shoes are Nike and were made in Indonesia by
women working in factories which directly contravene Article 23 of the UN Declaration of
Human Rights, the right to just and favourable conditions of work. Going out for a run is
part of a widespread trend towards physical fitness as a precaution against health
problems associated with stress, lack of exercise and an unbalanced diet.
I had a wash....
Stop! Now you are using the global. The soap was made from palm oil grown in the Congo by
Unilever, a transnational corporation owned jointly in the Netherlands and the UK. The
water is supplied by a privatised company, owned by the French transnational, Compagnie
General des Eaux.
.... ironed ... shirt.
Stop! You are participating in a global movement towards re-definition of women's and
men's roles in the family and home, triggered by the increasing number of women working
outside of the home.
As time was running short, we dressed hurriedly.
Stop! You are of course wearing the global. Your T-shirt was made from cotton grown in the
United States. Your undewear was made in China and your socks in Taiwan from wool grown in
Australia.
While eating breakfast...
Stop! You really are steeped in the global. The cornflakes you are eating are made from
corn grown in the USA, the orange juice from South Africa, and the coffee from Kenya.
I glanced at the newspaper which had reports of a riot in London.
Stop! The newspaper gets its news from United Press International, Associated Press
International and Reuters. They are all transnational information agencies. The paper on
which it is printed comes from Finland. The reports suggests underlying causes of the
riots, including rising levels of unemployment - a global problem. The riots took place in
an area whose population is typical of the global trend towards multi-ethnic and
multicultural communities.
Then we left for work, calling in at a petrol station on the way.
Stop! Now you are driving the global. Your car is a Renault, a product of the third
largest French-based transnational corporation. The raw materials going into your car came
from more than 70 nations. You buy your petrol from Shell, an Anglo-Dutch transnational.
The price you pay for it is largely influenced by the decisions of the oil-producing
countries belonging to OPEC, who have played a signficant role in the development of a
global economic system.
So, in just the first hour of one morning you have consumed raw materials from most parts of the world, used products sold by many of the world's major transnational corporations, and benefitted from global communications and information systems. You have also contributed towards prevailing political, economic, social and environmental trends in the world.
CONGRATULATIONS! YOU ARE A GLOBAL CITIZEN!
(Adapted by Celia Mather from Pike & Selby, 'Global Teacher, Global Learner', UK)
See how many of these questions you can answer.
Do not worry if you find it difficult to answer some of them.
Inward TNCs
Outward TNCs
Government
Trade Unions and Community Organisations
Keep a list of the best sources of information that you find.
For problems or questions regarding this site contact [Alana Dave].
Technical problems and ideas contact [Technical staff].
This site was developed with financial assistance from the European
Commision's Socrates Programme
