CONTACT US: Contact info
|
Citation |
Dragiewicz M. Feminist Teacher 2008; 18(3): 185-201. |
|
Copyright |
(Copyright © 2008, University of Illinois Press) |
|
DOI |
|
PMID |
unavailable |
|
Abstract |
When I was first invited to teach a women's studies course called Sex Trafficking in 2002, most of my students had never heard of the issue. Internet and literature searches for "trafficking" mostly turned up references to trafficking in drugs and weapons, not people. When I revised the course for a topical capstone in Criminology, Justice, and Policy Studies in 2006, all of my students had heard about human trafficking, and a handful had already studied it in other classes. The availability of books, films, scholarly articles, and advocacy pieces had all increased exponentially since I first became engaged in the field. This bounty provided a wealth of resources for teaching but also presented a greater challenge when it came to deciding which texts to include. It also added to the inevitable pedagogical angst over what to leave out. |