Fair trade, a concept that was pioneered by alternative trade activists and organisations opposed to the workings of the conventional trading system, has moved from the margins to active exchange in, ...and indeed reliance on, the mainstream market. With its origins in the early informal activities of missionaries and Non-Governmental Organisations (NGOs), Fair Trade in its infancy quickly formalised as an applied opposition to the dominance of free market principles in global markets. This was achieved through the creation of Alternative Trade Organisations (ATOs), today called Fair Trade Organisations (FTOs), as businesses actively trading with marginalised producers on the basis of a typically non-profit and socially oriented bottom line. In the 1990s, a new 'Fairtrade' labelling model emerged.1 This model sought to propel fair trade activity from the sidelines into the mainstream by inviting conventional profit-oriented businesses to participate. It differentiates from the more deeply transformative and process-oriented features of ATO trade through its emphasis on product differentiation as a mechanism for harnessing the conventional market to mainstream fair trade activity. While it preferences ethical business structures and values at the sites of production, it does so without making concomitant requirements of business structures in consumer markets, only of the terms under which they buy their fair trade product lines.
Fairness in global markets - trade, growth and inequality - locating global markets in a value chain framework - alternative trade and the creation of parallel markets - fair trade vs ‘Fairtrade’ in ...mainstream markets - free and fair trade as a response to global inequality - market-harnessing model of fair trade.
This article describes a five-pointed approach to teaching human rights at the tertiary level. This approach points to the need for human rights education that: 1) offers abilities and capacities ...that complement legal approaches; 2) provides students with the tools to grasp the root causes of violations; 3) incorporates learning on local, national, regional, and international levels; 4) includes significant collaborative opportunities; and 5) offers students the chance to put into practice the skills they have learned. The article critically examines and problematizes this approach through a case-study examination of a ‘role-based simulation’ module trialled in a postgraduate human rights course at the University of Sydney, the Human Rights Simulation. The substantive and pedagogical challenges that have emerged are discussed, drawing on the insights from teaching the Simulation and the substance of student feedback.
Driven by the massification and marketization of higher education, interest in experiential learning has grown as universities compete to demonstrate the vocational relevance of their programs. The ...authors argue that in fostering experiential learning, as opposed to simply delivering "experiences," teacher transformation can occur in tandem with transformations in student learning. To provide experiential learning, teachers do not simply assume a role of facilitator, as commonly depicted in the literature. Rather, delivering effective experiential learning can also facilitate the transformation of teachers into co-learners, a concept highlighted in transformational learning theory. This article explores the authors' journey as three tertiary educators developing and practicing a range of experiential learning models to enhance student experience and learning outcomes in their classrooms.
Fair trade, a concept that was pioneered by alternative trade activists and organisations opposed to the workings of the conventional trading system, has moved from the margins to active exchange in, ...and indeed reliance on, the mainstream market. With its origins in the early informal activities of missionaries and Non-Governmental Organisations (NGOs), Fair Trade in its infancy quickly formalised as an applied opposition to the dominance of free market principles in global markets. This was achieved through the creation of Alternative Trade Organisations (ATOs), today called Fair Trade Organisations (FTOs), as businesses actively trading with marginalised producers on the basis of a typically non-profit and socially oriented bottom line. In the 1990s, a new 'Fairtrade' labelling model emerged.1 This model sought to propel fair trade activity from the sidelines into the mainstream by inviting conventional profit-oriented businesses to participate. It differentiates from the more deeply transformative and process-oriented features of ATO trade through its emphasis on product differentiation as a mechanism for harnessing the conventional market to mainstream fair trade activity. While it preferences ethical business structures and values at the sites of production, it does so without making concomitant requirements of business structures in consumer markets, only of the terms under which they buy their fair trade product lines.
Fair trade, a concept that was pioneered by alternative trade activists and organisations opposed to the workings of the conventional trading system, has moved from the margins to active exchange in, ...and indeed reliance on, the mainstream market. With its origins in the early informal activities of missionaries and Non-Governmental Organisations (NGOs), Fair Trade in its infancy quickly formalised as an applied opposition to the dominance of free market principles in global markets. This was achieved through the creation of Alternative Trade Organisations (ATOs), today called Fair Trade Organisations (FTOs), as businesses actively trading with marginalised producers on the basis of a typically non-profit and socially oriented bottom line. In the 1990s, a new 'Fairtrade' labelling model emerged.1 This model sought to propel fair trade activity from the sidelines into the mainstream by inviting conventional profit-oriented businesses to participate. It differentiates from the more deeply transformative and process-oriented features of ATO trade through its emphasis on product differentiation as a mechanism for harnessing the conventional market to mainstream fair trade activity. While it preferences ethical business structures and values at the sites of production, it does so without making concomitant requirements of business structures in consumer markets, only of the terms under which they buy their fair trade product lines.
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