Exposing Western Perspectives and

Privileges in the Biosciences

Dr. Jinnie Garrett, Dean of the Sciences, Asian University for Women

• Most science courses very western-centric

• Examples of natural world are diverse

– Pristine Antarctic

– Borneo rainforest etc.

• But those related to human activities are predominately US based or part of the western narrative.

– Historical

– Developing countries as ‘problems’ to be fixed by Western Science.

Easy Solution

• Diversify the examples used in science textbooks to include those from cultures all over the world as normal.

• And..use them in class and let the students from other cultures lead the discussion .

Global Learning Value Rubric

Understanding Global Systems: capstone 4

• Uses deep knowledge of the historic and contemporary role and differential effects of human organization and actions on global systems to develop and advocate for informed, appropriate action to solve complex problems in the human and natural worlds

Unnatural Selection: Choosing Boys Over Girls, and the

Consequences of a World Full of Men

Mara Hvistendahl

Publisher: PublicAffairs; 1 edition (June 7, 2011)

Book on the effect of abortion for sex selection, and the resulting imbalance in the sex ratio, on the social and cultural stability of many countries and some sub-populations.

• Whole class reads introduction, perspectives of demographer, medical intern.

• Assign groups to different chapters: parents, sex worker, infertile couple, husband purchasing bride etc

• Class discussion with students adopting the perspectives from their chapter.

• Consider the Scientist chapter. Paul Erlich and “The Population Bomb”. Western pressure for population control led to funding of birth control programs which indirectly led to the sex imbalance and the resulting problems.

• Conclude with the fertility specialist in San Diego using genetic testing to select for fetuses with particular traits – where might this lead?

Global Learning Value Rubric

Applying Knowledge to Contemporary Global Contexts: capstone 4

• Apply knowledge and skills to implement sophisticated, appropriate, and workable solutions to address complex global problems using interdisciplinary perspectives independently and with others.

• Please read the newspaper article at your table.

• It is about early-growing rice, if this particular crop would not be relevant in your community imagine one that would be, for example rice (or other crop) that grows at high altitude, is salt-resistant…

• Discuss in your group whether you would support the introduction of this GM-crop.

• A representative from the Ministry of Agriculture accompanied by a salesperson from a local agriculture company comes to your town or village and tries to convince the local farmers to replace their current crops with a genetically-modified variety.

• You have read and heard concerns about GM-crops and want to safeguard your community.

• What should you do?

• Information sources: – Agriculture companies

– Scientific studies

–Government reports

– International safety guidelines

–Consumer safety advocates

– Environmental activists

Problem: get widely divergent information

“Economic impact of transgenic crops in developing countries” Terri Raney. Current Opinion in Biotechnology 2006, 17:1–5

http:www.cbsnews.com2300-204_162-10004920.html&usg=__Ymi4J0gdhcFh0vugr81QNNPlRoI=&h=384&w=512&sz=59&hl=en&start=26&zoom=1&tbnid=dg_3YTlZn5ibM:&tbnh=98&tbnw=131&ei=wmpWUN3iK8Wx0QGnzYHoCA&itbs=1

Be Critical

• Verify facts

• Experience of other local communities? Consider local wisdom.

• Local/ national/ international opinions

• Consider whose interests are being served in all cases.

Follow up Discussions

• How can developed countries like the US and Europe have such different views on this topis?

• What should developing countries do?

• How should we regulate genetically-modified crops globally to respect countries autonomy?