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E thical and moral geographies of 'FDI-led ' development (and the impacts of out-sourcing within global production

E thical and moral geographies of 'FDI-led ' development (and the impacts of out-sourcing within global production networks) . Dr Simon Oakes, Bancroft’s School Chief Examiner for IB Diploma Geography Principal Examiner for Edexcel AS Geography & GCSE Citizenship. Outline.

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E thical and moral geographies of 'FDI-led ' development (and the impacts of out-sourcing within global production

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  1. Ethical and moral geographies of 'FDI-led' development (and the impacts of out-sourcing within global production networks) Dr Simon Oakes, Bancroft’s School Chief Examiner for IB Diploma Geography Principal Examiner for Edexcel AS Geography & GCSE Citizenship

  2. Outline Raising the bar for ‘FDI-led development’ knowledge and understanding within KS5 geography Deeper critical thinking about ethical geographies of intervention (‘bridging the development gap’) Building better geography (stretching learners’ geographical imaginations)

  3. Globalisation, FDI & ethics KS5 Specifications AQA – ‘social impacts of TNCs on their host countries’ Edexcel – explicit focus on ‘ethical and moral consequences’ OCR – ‘what are the issues associated with globalisation?’ WJEC – ‘who wins and loses from global shift?’ CCEA – ‘understanding of globalisation and trade’ IB – ‘FDI and the transfer of capital’ Cross-curricular dimension: RS, GS, Citizenship, Sociology, Economics, World Development

  4. ‘Costs & benefits of TNCs’ • TNCs are presented as: (i) a uniform group • (ii) tangible players • (rather than as networks)

  5. Complexity ‘A company with operation in more than one country’ Distinguishing FDI, branch plant operations, out-sourcing, contracting, off-shoring, shadow factories, supply networks, acquisitions and mergers, etc. Distinguishing work, pay and human rights in Foxconn Shenzhen, Bangalore, Johor Bahru, Jakarta, Dhaka etc. Practices are embedded in varied social-political contexts e.g. legal framework, unionisation, etc.

  6. Supply chain systems & ethics

  7. Limits to ethical intervention? • Global workers are seen as: (i) a homogenous group • (ii) located & knowable

  8. Conclusions: focus on development Trade / FDI / TNC = a richer seam for spatial and ethical explorations than KS5 geography currently encourages Economics, RS, sociology, etc. share this common ground: but may lack the same geographical imagination Teaching of tiers, etc. gives learners building blocks for critique of two-speed / multi-speed development & interventions Edexcel and IB courses have made some movement (global networks, global interactions)

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