@article{ref1,
title="Teaching about Trafficking: Opportunities and Challenges for Critical Engagement",
journal="Feminist teacher",
year="2008",
author="Dragiewicz, Molly",
volume="18",
number="3",
pages="185-201",
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 &quot;trafficking&quot; 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.<p />",
language="",
issn="0882-4843",
doi="10.1353/ftr.0.0007",
url="http://dx.doi.org/10.1353/ftr.0.0007"
}