CHED FACULTY TRAINING FOR THE TEACHING OF THE NEW GENERAL EDUCATION(GE)

CORE COURSES: SECOND GENERATION TRAINING

I. Title: LOCATING THE GLOBAL SOUTH

II. Learning Objectives

After the chapter/lesson, the students are expected to:

define the term Global South;
compare the economic aspect of Global South from the Global North;
present the effect of globalization from the different perspectives; and
analyze the resistance of the global south from the colonial order.

III. Introduction

This chapter explores the development and underdevelopment paradox of

globalization as a means to shed light on the term global south. The topic
examined the inequalities between countries and illustrate how these
inequalities necessitate the emergence of categories like the global south. It
situates the historical emergence of the term global south and its antecedent
forms like, Third World by looking at how inequalities have been produced
through political projects like colonization and present day neo-liberalism
globalization.

IV. Content

CONCEPTUALIZING GLOBAL SOUTH.

Global South refers to:
Developing countries or less developed countries.
The underdevelopment of certain states/peoples and their lack of
representation in global political processes.
Interstate inequalities ---imbalances of aggregate economic and political
power between states.
Contemporary critics of neo-liberal globalization, Countries victimized by
the violent economic cures of institutions like the (IMF) International
Monetary Fund.
Third World or the logic of the non-alignment in their rejection of
colonialism from both the USA and the USSR (cold war-era critics)
The global south is everywhere, located at the intersection of entangled
political geographies of dispossessions and repossession (Sparke, 2007)
Global south is both a reality and a provisional work-in-progress.

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 CHED FACULTY TRAINING FOR THE TEACHING OF THE NEW GENERAL EDUCATION(GE)
CORE COURSES: SECOND GENERATION TRAINING

It is not a directional designation or a point due south from a fixed north

(Grovogui, 2011).

The global South is constituted by regions in Asia, Africa, Middle East

and South and Latin America--- which are all developing nations and non-
democratic. On the other hand, the global North is constituted of countries
like, USA, Canada, Western Europe, developed parts of Asia, Australia and
New Zealand --which are wealthy, industrialized and democratic Capitalist.

GLOBALIZATION IN DIFFERENT PERSPECTIVES BASED ON THE

FOLLOWING POINTS/ISSUES:

A. Underdevelopment of the global south prevents it from being globalized.

The shanty represents the tenacity of the local which is unable to
participate in a cosmopolitan culture represented by the Starbucks.
B. Globalization creates both affluence and poverty.
It pushes peoples and groups into a modernity associated with Western
culture and capital, while simultaneously leaving behind others.
C. Neo-liberalism cause and reinforce the endemic poverty of the global south.
For the neo-liberalism critic, the enforcement of the neo-liberal consensus
deepens inequality in the worlds poorest countries.
D. Various forms of inequality cut across national boundaries.
(Marx) The proletariat has no country. There is a global south in the global
north, and vice versa.

E. Global south in the interstate inequalities.

The decolonization process produced states, now recognized as
sovereign under the system of international law promoted by the united
nations.
Solution to problems produced by globalization are largely forwarded on a
state level.
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 CHED FACULTY TRAINING FOR THE TEACHING OF THE NEW GENERAL EDUCATION(GE)
CORE COURSES: SECOND GENERATION TRAINING

Eric Hobsbawn (1996) states may not be ideal for the purpose of a
much more globalized world.
Walden Bello (2006) contends that development in the global south
must begin by drawing most of a countrys financial resources for
development from within rather than becoming dependent on
foreign financial markets.
States are empowered to regulate firms working within their
borders. Ex. Transnational are the results of state policies.

F. Global South is a product of Western imagination.

th
In 16 cent. The Spanish conquest of Latin America.
G W F Hegel believed that a universal spirit propelled world history,
leading humankind to higher levels of consciousness.

GLOBAL SOUTH RESISTANCE TO COLONIAL ORDER

Benedict Anderson (2007) has shown that resistance against Spanish

colonialism in Latin America and the Philippines. Ex. Domestic
nationalism.
The Socialist International (social Democrats) takes a more radical and
militant interpretation of socialism for these struggles to be recognized.
Lenin founded the Communist International (1919) argued that
capitalisms strength is premised on the creation of new markets via
imperialism.
Asia-African Conference (Bandung) to forge economic and cultural
cooperation.
(Sukarno) Third worldism began as a common resistance to new forms of
colonialism

STRUGGLES IN THE GLOBAL SOUTH MADE GLOBAL

The ills of the global south are being globalized, and the Greeks seem to
be sharing our struggles.
The global south has routinely provided models of resistance for the world.

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 CHED FACULTY TRAINING FOR THE TEACHING OF THE NEW GENERAL EDUCATION(GE)
CORE COURSES: SECOND GENERATION TRAINING

The global south- as a symbol and metaphor. It also signifies that the
south continues to be globalized.

V. Activity/Assessment

1. Compare and contrast global south from global north. (10pts)

2. Explain the effects of globalization based on the different perspectives (10pts)

3. Discuss the objective of the Asia-African Conference in Bandung Indonesia. (10)

4. Look for an article related to global south and write your thoughts in 100 words to be
submitted next meeting.

VI. REFERENCES

Anderson, B. (2007) Under Three Flags : Anarchism and Anti-Colonial

Imagination. London. London: Verso.

Bello, WF (2006) Deglobalization : Ideas for a New World Economy. Philippine

edn, Quezon City: Ateneo de Manila Univesity Press.

Cardoso, FH (1972) Industrialization, dependency and power in Latin America.

Berkeley Journal of Sociology.

Dirlik, A (2004) Spectres of the Third World: Global Modernity and the end of the
Three worlds. Third World Quarterly.

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CHED FACULTY TRAINING FOR THE TEACHING OF THE NEW GENERAL EDUCATION(GE)
CORE COURSES: SECOND GENERATION TRAINING

Hegel GWF (1975) Lectures on the Philosophy of World History. Introduction:

Reason in History. Tr. Nisbet HB, Vol. 200, Cambridge: Cambridge
University Press.

Ho Chi Minh (1998) The Path that led me to Leninism. In: Christie CJ (ed.)
Southeast Asia in the Twentieth Century: A Reader. London : IB Turis.

Hobsbawn EJ (1992) Nations and Nationalism Since 1780: Programme, Myth,

Reality. 2nd edn. Cambridge University Press.

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