SOSC 3042 3.

0
Business and Social Exclusion in the Global South
Fall 2022

COURSE OUTLINE
Basic course information:

Lecturer: Dr. Salewa Olawoye-Mann

e-mail: olawoye@yorku.ca Period: Wed. 10:30-12:30h
Virtual office hours: By appointment, usually Wed. 09.00-10:30h

Technical requirements for taking the course: Several platforms will be used in this
course (e.g., E-Class, Zoom, etc.) through which students will interact with the course
materials, the course director, as well as with one another. Please note that tutorials will
be in-person. Students are expected to fully participate in the course through video
conferencing and they need to appear on video during group discussions and tutorials.

Please review this syllabus to determine how the class meets (in whole or in part), and
how office hours and presentations will be conducted.

Students shall note the following:

 Zoom is hosted on servers in the U.S. This includes recordings done through
Zoom.
 If you have privacy concerns about your data, provide only your first name when
you join a session.
 The system is configured in a way that all participants are automatically notified
when a session is being recorded. In other words, a session cannot be recorded
without you knowing about it.

Please review the technology requirements and FAQs for Moodle.

Here are some useful links for students computing information, resources and help:
Student Guide to EClass
Zoom@YorkU Best Practices 
Zoom@YorkU User Reference Guide
Computing for Students Website 
Student Guide to eLearning at York University

Time and locations: Please note that this is a remotely taught course that occurs every
Wednesday on Zoom. Lectures may be posted on Moodle every Wednesday after class
and they can be accessed at your convenience. This is dependent on students agreeing
to be recorded and if there is no glitch with the system. The entire course, including
lectures, the submission of assignments, essays, tests, and course announcements will
take place on the course Moodle site. You are responsible for being actively and
regularly on Moodle to ensure that you have the latest course information.

Organization of the course: The class meets weekly for a two-hour session. The readings
for the course are extensive, and heavy, and you must come prepared to each class.
Participation in class is mandatory and students are expected to come to class with
questions and ideas. The course contents are remotely delivered, so come to class
virtually ready to learn and discuss the topic of the week.

Virtual office hours and email policy:

Office Hours: Wednesday 14:30 pm-16:00 pm or by appointment on Zoom. Please send
an email ahead of office hours to ask for the zoom link of the week or for alternative
office hours if you cannot make the official office hours.

Email policy: The course instructor will regularly respond to student emails according to
the following email policy: Responses to student emails will be provided within 48
hours, except during weekends and holidays. Please wait 48 hours before sending an
identical email to the professor. 

Calendar course description

This course is for students in the Business and Society program. It investigates the
intersection of business practices and systemic bias against marginalized groups - in
particular visible minorities and women in the global economy.

Course Description
The central purpose of this course is to offer in a broad and an interdisciplinary
framework for understanding of business and trade exchanges in the Global South. The
following questions guide the course:
1) Are business practices in the Global South done differently? If so, in what way are
they done differently?
2) In what way does social exclusion in the Global South impede the development of
socially responsible business?
3) What are the consequences of the rapidly changing and globalizing market economy
for social inclusion and exclusion in the Global South?
4) Currently, the Global South is experiencing a problem of large scale human
displacement that is generating migrants and refugees. How are these migrants and
refugees included and excluded in business?
In order to address these questions, we will focus on selected examples from different
Global South countries. Throughout the course we will examine how ordinary people in
the Global South mediate the intersecting relations of gender, race, class, ethnicity,
caste, ability and age in business.
The Major Course Objectives/Learning Outcomes are:

i) To think creatively and critically on finding solutions to reduce social exclusion locally
and internationally;
ii) To expand awareness of social inequality and related issues;
iii) To gain familiarity with a broad range of explanations of business and social
exclusion;
iv) To think through the future challenges of business and social inclusivity in the rapidly
Globalizing World;
v) To learn about some of the challenges encountering business in the Global South
countries;
vi) To appreciate the diversity of socio-economic and cultural forms found in the Global
South and to discuss how they shape social interaction in business.
Course Format: The format of the course is designed for students to actively engage
with the course readings and participate in class discussion, and share their interest and
research findings. The course readings have been selected to interest students in the
key themes examined in the course. Students are expected and required to do the
weekly assigned readings before class and participate in active and constructive
dialogue. To make the course and tutorials successful, students are encouraged to listen
to one another carefully and participate in discussion that is critical and respectful. In
order to use our limited class/tutorial time effectively and equitably, students are
advised to be brief when participating in any class/tutorial discussions.
Organization of the Course
The course involves a combination of brief formal lectures by the course director and
will be followed by tutorial discussions. Each weekly lecture/tutorials will focus on
covering the reading assignment for the week. Seminar sessions and tutorials will be the
main focus for discussion of required and recommended readings, and research
assignments in the course. The required readings are central to the course. The lectures,
tutorial, seminar discussions and films will serve to enrich, clarify, and illustrate crucial
issues from the assigned readings.
Student Conduct
Students and instructors are expected to maintain a professional relationship
characterized by courtesy and mutual respect and to refrain from actions disruptive to
such a relationship. Moreover, it is the responsibility of the instructor to maintain an
appropriate academic atmosphere in the classroom, and the responsibility of the
student to cooperate in that endeavour. Further, the instructor is the best person to
decide, in the first instance, whether such an atmosphere is present in the class. A
statement of the policy and procedures involving disruptive and/or harassing behaviour
by students in academic situations is available on the York website at:
http://www.yorku.ca/secretariat/policies/document.php?document=202
Rules for all of us
This course combines lecture and seminar, and during class discussion we may cover
sensitive issues of difference. All of us in this course are expected to help create a
comfortable and positive learning environment. The course is organized to encourage a
participatory environment for students, and students are encouraged to read the course
material critically. In order for this to work well, everyone must participate and do
her/his part. Please, do not do text messaging during lectures, seminars, presentations,
and discussions.

York e-Library and Google Scholar

Articles may be found in the York e-library and Google Scholar.

Course Policy

 Since the course will include audio-visual recordings of the course live sessions
on E-Class, please note that: 1) the recordings should be used for educational
purposes only and as a means for enhancing accessibility; 2) students do not
have permission to duplicate, copy and/or distribute the recordings outside of
the class (these acts can violate not only copyright laws but also FIPPA); and 3) all
recordings will be destroyed after the end of classes.
 Attendance and Participation: Students are expected to attend all lectures and
tutorial sections that count for 25%. Student participation and discussion will be
actively encouraged and counted towards the grade. You must join on time and
stay for the full duration to get full marks. Make sure your comments are
courteous and respectful of your colleagues. For students who are unable to join
tutorial synchronously, substitute assignments will be required for each week in
order to get the full mark.

ASSIGNMENTS, GRADING AND DEADLINES

Course Requirement Grade

DEADLINE
Class Attendance and Participation 10 Continuing

Tutorial Participation 10 Continuing

Tutorial Attendance 5 Continuing
15 October 5
Short Assignment

Research Paper 20 November 23

Group Presentation 15 November 2, 9, 16
Take Home Test 25 Given: November 23, Due
November 30

Note: All assignments must be submitted in hard copy and with a title. They should
display (at the top right-hand corner) the title of your assignment, your name and
student number, course title and code, professor’s/TA’s name and the date submitted.
Attendance & Participation (10+10 + 5% = 25% of your final grade)
This component will be based on your class and tutorial attendance. Your tutorial
participation grade will be based on your contributions to discussions on the assigned
weekly course readings, awareness of issues in required readings, and to relate it to
broader concerns of the course.
For regularly attending class, you will receive 40% of the total marks for this section (at
least attending 10 classes (lecture & tutorials), 4% per lecture & tutorial. For active and
informed participation will result in receiving a higher grade. If you are uncomfortable
participating in class discussion, please, inform the instructor by email no later than the
second week of the course/term that you need an accommodation. You will be then
required to submit by email the weekly short analyses of the assigned reading for the
week by midnight on Tuesday before class on Wednesday afternoon.
Short Assignment (15% of your final grade).
For this assignment, you will write a commentary on an article selected for the Short
Assignment.
Detailed instructions for the assignment will be provided. The article addresses some of
the contemporary challenges facing the Global South.
Group Presentation: Group Presentation & One-Page Summary of Presentation (15%
of your final grade)
First, you will go through the list of course topics and readings to choose one for your
group presentation. Groups would be formed based on the topics chosen (between 6-8
students per group). Once groups are finalized, each group is required to submit on a
full sheet of paper (not a scrap piece of paper) the chosen group topic, a working
presentation title and the names of the group members to the Lecturer/TA. If more than
one group is interested in a particular theme/topic, in order to avoid repetition, please,
indicate your first, second and third choices of theme/topic from the list. This should be
handed in during class no later than September 21. You will be notified of the approved
theme and presentation date for your group by Sep 28.
For this assignment, you will work collaboratively in a group by focusing your discussion
on one of the topics the course addresses. You will be given further explanation in class
and tutorial on how to proceed along with a list of suggested themes/topics. You are
encouraged to choose scholarly work whose focus interests you and motivates you to
engage in conversations with your group so that you may sharpen your focus and
develop a thoughtful and comprehensive grasp of the issue of Business and Social
Exclusion in the Global South. Groups will give their oral presentations to class on
specific dates. For each group presentation, there will be a few minutes for question-
and-answer period. All groups are required to submit a one-page summary to the
Lecturer/TA at the start of their presentation.
A schedule of presentation time and date along with presentation guidelines will be
provided. It is the student’s/group’s responsibility to give presentation on the day
selected, and attend the presentations of other students/groups.

Assessment Criteria
Presentations are graded on the following criteria:
Identification of discussion questions (relevance to readings = good)
Presentational style (calm & collected = good)
Coverage of the reading material (more coverage = better).
Written work is also graded on the following criteria:
• Writing style and language (clear = good)
• Referencing consistency, clarity and quality (consistent = good).
• Quality of referencing refers to the degree how you integrated academic research into
your paper or weather you over relied too much on informal articles. The key points
should be supported by academic research.

Research Project (20% of your final grade).

For this assignment,
a) You will select one Global South country or a region in one of the Global South
country of your choice.
b) You will develop a title for your research proposal.
c) You will choose 5 course readings
Your research proposal will be the basis for your research project. Once you have
selected your topic and submitted your proposal, you will not be able to change your
research project.
The suggested themes will help you focus and narrow your proposal and research topic
dealing with issues that will be covered in the course. This is done on first come first
serve basis.
Make sure to select your title and start working on your projects and essay early before
the term gets busy.

This assignment will be based on your Project Proposal. You will develop social justice
oriented, creative and practical research work of 5-pages. It is due on E-Class on
November 23. Your research work must list all references cited in an appropriate
scholarly format, and typed, double-space and stapled.

RESEARCH PAPER

The Final Product

While the emphasis will be placed on the novelty of the argument and the critical
analysis thereof, the papers will be graded on the basis of the following considerations:

1. Topic: free topic but must be related to the course topics, relevant, very
narrow!
2. Thesis: clear statement of argument at the outset (ideally in the introduction),
novelty!
3. Research: breadth and depth of research focusing on argument.
 4. Analysis: critical, interdisciplinary, depth, focus on argument, logic, balance
5. Originality: novelty, insight, thought-provoking.
6. Evidence: primarily scholarly references to support claims; avoid quotations,
instead paraphrase authors’ ideas using your own words and citing source.
7. Readings: a minimum of 5 readings from the Fall kit (for the Fall essay) must
be cited. References to course readings do not necessarily have to be central to
argument. In part, this requirement is to confirm whether students are familiar
with the course materials and class discussions. Outside readings welcome.
8. Organization: clear structure throughout paper i.e. introduction, development
of argument by articulating the key claims with supportive references,
conclusion
9. Style: clarity, flow, avoid long sentences and paragraphs, correct citation
format (any but be consistent e.g. APA1, McGill or the like) and grammar.
10. Length: maximum 5 double-spaced pages. Do not waste space and time
describing the topic without developing your argument or discussing issues that
are not central to the argument of your paper.
11. Deadline: November 23 for the Fall essay.
12. Submission: students must submit their final essays by the deadline via the
moodle link before the end of class time. Late submissions will be penalized (See
guidelines on “Extensions” below).

Basic Structure of Your Term Paper

• An abstract not exceeding 150 words
• A title that reflects the argument or question being explored
• A table of contents
• The main body/argument
• A list of references or works cited, a minimum of 10 scholarly journals and/or books

Take Home (25% of your final grade).

The Take Home Test will consist of short answers and essay type questions on material
covered in the course until November 25. It is due in Moodle(e-class) on the last day of
class. The Take Home Test’s questions, and instructions will be given out on November
25.

Assignment Deadlines and Submissions

Late assignments will not be accepted. Exceptions will be made only in extreme
circumstances that are supported with documents. If you foresee problems with
meeting deadlines, please email the Lecturer/TA well ahead of time before the test or
the due date for the assignment.
Assignments received later than the due date will be penalized by 5% of the value of the
assignment per day that the assignments are late. For example, if an assignment worth
1
Students can find examples of APA citation format on the internet. See e.g.
http://www.lesley.edu/library/guides/citation/apa.html
20% of the total course grade is a day late, 1 point out of 20 (or 5% per day) will be
deducted.

Assignment Format
All assignments must be typed, double-spaced and stapled. The paper must give the full
and correct references for the articles/books, etc., cited. Please, consult for style any
current sociology/anthropology journals or books. Students are expected to use the
material from lectures, seminars, films and class participation for the assignments.
Sources (articles and books) other than those provided in the syllabus can be used as
supplement, but not as substitute.

Academic honesty
Plagiarism and other sorts of academic dishonesty are not tolerated at York University (see
guidelines: http://www.yorku.ca/secretariat/policies/document.php?document=69). It is
your responsibility to know what academic dishonesty is. To help you understand issues of
academic honesty, you should complete an on-line tutorial on Academic Integrity
(http://www.yorku.ca/tutorial/academic_integrity/).
If you are suspected of academic dishonesty, the course director will set up a Hearing of the
Academic Honesty Committee of the Social Science Division, which you will be required to
attend. If the Hearing does not come to a resolution, the case will be forwarded to the
Dean’s Office where it will be handled and a penalty imposed.
The MINIMUM penalty for academic dishonesty on any assignment for this course is a mark
of ZERO on the relevant assignment. If an academic honesty offence is not a student’s first
at York University, a far higher penalty can be expected.

YORK SENATE POLICY ON ACADEMIC ACCOMMODATION FOR STUDENTS WITH

DISABILITIES
York University shall make reasonable and appropriate accommodations and adaptations in
order to promote the ability of students with disabilities to fulfill the academic requirements
of their programs. The nature and extent of accommodations shall be consistent with and
supportive of the integrity of the curriculum and of the academic standards of programs or
courses. Provided that students have given sufficient notice about their accommodation
needs, instructors shall take reasonable steps to accommodate these needs in a manner
consistent with the guidelines established hereunder.
‘Disabilities’ shall be defined as those conditions so designated under the Ontario Human
Rights Code in force from time to time, and will in any event include physical, medical,
learning, and psychiatric disabilities.
The York Senate Policy on Academic Accommodation for Students with Disabilities can be
found at: http://www.yorku.ca/secretariat/policies/
Please note it is up to you to seek advice and help from the Counseling and Disability Service
(CDS). Requests for accommodation must be submitted to the course director at the
beginning of the course OR immediately after the letter of accommodation is issued by the
CDS: http://www.yorku.ca/cds/aboutus/
HEALTH AND SAFETY AT YORK

As part of York’s Community of Care Commitment, all members of the York community
share in the responsibility of keeping others safe on campuses. In this class, as
elsewhere on campus, students must comply with all University health and safety
protocols, including:
• Self-screening using the YU Screen *tool prior to coming to campus for any in-person
activities *Tool launches on August 16 and link will be provided.
• Not attending in-person activities at any of York University’s campuses/locations when
you are feeling unwell or if you answer YES to any of the screening questions.
• Wearing masks or face coverings that completely cover the mouth, nose and chin
while on campus
• Avoiding eating and drinking in classrooms, research and in shared spaces, where
eating is explicitly not permitted (e.g., Libraries)
• Engaging in good hand hygiene • Following instructions in designated spaces, as they
pertain to giving space to one another and/or protocols for entry to and exit from
classrooms, instructional and other shared spaces (e.g., Libraries), when applicable.

Information about COVID-19 health and safety measures can be found on the Better
Together website. The Senate Executive Committee’s Principles to Guide 2021-2022
Course Planning encourage us to uphold compassion, kindness, empathy, and a sense of
responsibility towards one another. We all have a duty to uphold professional and
respectful interactions with one

CLASS SCHEDULE OF TOPICS AND READINGS

Read all readings. Bring readings to class.

Week 1 Introduction

Week 2 Land exclusion

Hall, D., Hirsch, P., & Li, T. M. (2011). Introduction to powers of exclusion: land dilemmas
in Southeast Asia.

Week 3 Race, Gender and Informal Banking

Hossein, C. S. (2013). The Black social economy: Perseverance of banker ladies in the
slums. Annals of Public and Cooperative Economics, 84(4), 423-442.
Week 4 Entrepreneurship, Social and Cultural Capital at the Margins

Meagher, K. (2009). Trading on faith: religious movements and informal economic

governance in Nigeria. The Journal of Modern African Studies, 47(3), 397-423.

Week 5 Moral Economy of Inclusion and Exclusion

Kabeer, N. (2002). Citizenship, affiliation and exclusion: perspectives from the South.

Shiva, V. (2001). Special Report: Golden Rice and Neem: Biopatents and the
Appropriation of Women's Environmental Knowledge. Women's Studies
Quarterly, 29(1/2), 12-23.

Week 6 Reading Week

Week 7 Social exclusion, Gender and Everyday Work

Al Alhareth, Y., Al Alhareth, Y., & Al Dighrir, I. (2015). Review of women and society in
Saudi Arabia. American Journal of Educational Research, 3(2), 121-125.

Makhoul, J., Taket, A., Khoury, M., & Kabakian-Khasholian, T. (2019). Insights into
theorizing social exclusion and inequities: A perspective from the Arab World. Journal of
Social Inclusion, 10(1).

Week 8 Race, Social Exclusion in Everyday Work and Micro-Banking

Hossein, C. S. (2014). The exclusion of Afro-Guyanese Hucksters in micro-

banking. European Review of Latin American and Caribbean Studies/Revista Europea de
Estudios Latinoamericanos y del Caribe, 75-98.

Week 9 Financial Exclusion

Johnson, S., & Nino-Zarazua, M. (2011). Financial access and exclusion in Kenya and
Uganda. The Journal of Development Studies, 47(3), 475-496.

Week 10 Some Alternative Ways of Dealing with Financial Exclusion

Fasoranti, M. M. (2013). Rural savings mobilization among women: a pancea for poverty
reduction. Abstract of Economic, Finance and Management Outlook, 1(1), 1-40.
Nwabughuogu, A. I. (1984). The isusu: an institution for capital 1 formation among the
Ngwa Igbo; its origin and development to 1951. Africa, 54(4), 46-58.

Week 11 Local Culture, Fashion and Business

Ajani, O. A. (2012). Aso ebi: the dynamics of fashion and cultural commodification in
Nigeria. The Journal of Pan African Studies, 5(6), 108-18.

Langlois, T. (1998). The Gnawa of Oujda: Music at the margins in Morocco. The world of
music, 135-156.

Week 12 Social Exclusion and Accessibility

Luz, G., Barboza, M. H. C., da Silva Portugal, L., Giannotti, M., & van Wee, B. (2022). Does
better accessibility help to reduce social exclusion? Evidence from the City of São Paulo, Brazil.

Week 13 Gender Intersecting with Many Factors of Social Exclusion

Mander, H. (2008). Living with Hunger: Deprivation among the aged, Single Women and
people with Disability. Economic and Political Weekly, 87-98.

Bolles, A. L. (2002). Michael manley in the vanguard towards gender equality. Caribbean

quarterly, 48(1), 45-56.