DOMINICAN UNIVERSITY

GRADUATE SCHOOL OF SOCIAL WORK

SWK 670 Human Trafficking

Spring 2006

Elizabeth Talbot, Ph.D., LCSW

Assistant Professor

etalbot@dom.edu

708-771-5366

Office Hours: Monday 1-4, Tuesday 11-12

Password for Electronic Reserves: Traffic

COURSE DESCRIPTION

The purpose of this course is to educate social work students on human trafficking and develop a framework for professional intervention in this field. This course is designed to examine the human trafficking phenomenon of the modern day slavery of men, women, and children. Course content will include the examination of domestic and international policy, the differences in labor and sexual trafficking, and human trafficking as an international concern, the underlying causes of the increased phenomenon of trafficking with women and children, problems with prosecuting traffickers, cultural issues, the impact on the family, the psychological trauma and recovery of victims, and rescue and services for victims of human trafficking.

RATIONALE

As an accredited program with an international focus it imperative that social workers become educated in the issues surrounding human bondage/slavery. Graduates of MSW programs will increasingly interface with victims in the US and abroad who have become victims of the international crime of human trafficking. Social workers need to be prepared to deal with the political issues and advocate for laws necessary to prosecute perpetrators and advocate for services for victims. Additionally, social workers need to explore their important role as a member of the interdisciplinary team needed to effectively prevent human trafficking. Social workers also need to have an understanding of services that are available, necessary, and a framework for working with this disempowered population. They also need to have an understanding of the economic and psychological impact on the community, family, and individual.

COURSE OBJECTIVES AND EDUCATIONAL OUTCOMES

The Graduate School of Social Work, centered in the Sinsinawa Dominican tradition and committed to truth, compassion, empowerment and social justice, prepares professional social workers for globally-focused, family-centered practice in diverse, oppressed, at risk populations through rigorous education, practice, research, and service.

1. To prepare professional social work practitioners to provide competent and effective globally-focused, family-centered practice.
2. To develop social work practitioners who apply social work theory, knowledge, values, and skills to empower all levels of client systems to advocate for social justice.
3. To prepare graduates to be leaders in globally-focused and family-centered social work practice.
4. To prepare social workers who are committed to their personal and professional growth as well as to service in the larger community.

Course Objectives

After taking this course, student should be:

1. Students will be prepared to practice social work in a global society.

2. Students will be prepared to practice social work in the area of human trafficking at macro, mezzo, and micro level of practice.

3. Students will be prepared to advocate for social justice for victims of human trafficking.

4. Students will be prepared to analyze social policy, implement programs, and understand the entitled services/ benefits to victims of human trafficking.

5. Students will be able to recognize and analyze the impact of human trafficking on the larger society, local communities, the family, and the individual.

6. Students will be able to develop a framework for intervention with victims of human trafficking at the micro, mezzo and micro levels of practice.

7. Students will understand the economic issues underlying the increased demand for human bondage.

8. Students will understand how traffickers recruit and overpower victims into forced slavery.

9. Students will understand the long-term effects on victims of human trafficking.

10. Students will be able to recognize the difficulties this international phenomena presents in the breaking down of the criminal networks that work to enslave their victims.

11. Students will be able to develop ways to educate the public to recognize victims of human trafficking.

12. Students will be able to develop a prevention program aimed at halting the recruitment of victims of human trafficking.

13. Students can begin to formulate strategies aimed at combating the demand side of human trafficking in the USA.

METHODS OF INSTRUCTION

1. Lecture

2. Power-point presentations

3. Overhead presentations

4. Videos

5. Class discussion of readings

6. Individual and group research projects and class presentations

7. Guest speakers

8. Selected readings

MEANS OF EVALUATING/GRADING

Course Evaluation

Assignment	% of Final Grade	Due Date
Attendance and Participation	10%
Assignment 1: State and Federal Policy Assessment	25%	Week 5
Assignment 2: International Assessment on Human Trafficking	35%	Week 10
Assignment 2b: Panel Presentation	10%	Week 12-15
Assignment 3: Psychological Impact on victims or perpetrators	10%	Weekly Reports beginning week 6 through 11
Assignment 4: Reaction Paper	10%	Week 14

Grading Policy

Grade	Grade Point Value	Description
A	96-100	Excellent
A-	92-95
B+	88-91
B	84-87	Standard/Expected
B-	80-83
C+	76-79
C	71-76
C-	70-72
F	69 and below

ATTENDANCE POLICY

Students are expected to attend and participate in all class meetings. One valid absence is acceptable without consequences. More than one absence will affect the final grade as follows:

One absence: Make up the work

Two absences: 5 points will be deducted from the final grade

Three absences: 10 points will be deducted from the final grade (The student should consider withdrawing from the class.)

Four absences: The student will receive an F for the course.

• Attendance Means: The student is present at the beginning of the class. Students are expected to remain in the classroom for the duration of the class. Students who get up and leave during class are disruptive to the entire class and will not be given participation credit for that day. A 15 minute break will be given to students midway through the class.
• Excessive Lateness: (more than 15 minutes late)

Arriving late for class 1-2 times will be overlooked. Each incident of arriving late for class after that will result in no credit for attendance and participation for that day.

• Class Participation: Individual participation is a vital part of this class. Successful learning depends on the preparation and participation of each class member. Students are expected to have completed assigned readings prior to class. Students are expected to bring issues from the readings and questions to class for discussion. Students who do not participate in class discussions will not receive class participation points for each clss in which they do not contribute. This will result in a lowering of the final grade.
• Individual Consultation: Papers are due at the beginning of class on the date assigned.
• Late Papers: For each day a paper is late, the grade for the assignment will be reduced by ½ letter grade for up to three days. Papers that are four days late will receive a grade of F.
• It is recommended that students print out their papers the day before it is due to avoid encountering last minute problems with printers, computers, and ink and the ultimate reduction of the grade.
• Presentations: Presentations are to be made on the assigned day. Students are expected to be in class and prepared to present at the beginning of class. Class time for presentations are not guaranteed if the student is unable to make the presentation on the assigned day or if the student is late for class.
• Ethics: Students are expected to adhere to the NASW Code of Ethics and University policies on academic integrity. This includes maintaining confidentiality about any case or agency/social welfare agency material that is discussed in the classroom, discussing any case material or persons referenced in discussion, and treating all discussants with respect.
• Uncivil Conduct: Uncivil conduct in the classroom or in dealings with the instructor will not be tolerated. Students who violate this professional standard will be referred to the Assistant Dean of Student Relations.

SPECIAL NEEDS

Special Situations: Students with disabilities may request special accommodation. Students with special disabilities must provide the professor with a copy of the verification of the disability from the office of the Dean of Students, Trudy Goggin, by the second week of class in order to receive special accommodations.

CHEATING AND PLAGIARISM POLICY

Academic Integrity: Students are expected to follow the guidelines of the American Psychological Association Publication Manual (APA). Any material other than one’s own that is used in a paper must be cited in order to avoid the plagiarism of another’s work. Plagiarism is grounds for a grade of F on a paper.

Students caught cheating will receive an automatic F for the exam or paper. The student will be referred to the Dean for further disciplinary action.

CLASS CANCELLATION POLICY

In the event of a class cancellation, students should check their Dominican University e-mail accounts instructions or call their professor’s direct office telephone where a temporary voice message will be left with information. Students also are required to check for e-mail that may contain detailed class information and instructions.

EMAIL POLICY

Students are expected to open a Dominican University email account and provide that account to the professor. E-mail accounts from other servers will not be accepted.

CELL PHONE POLICY

Please turn off cell phones before the beginning of class. Leaving class to answer a call disrupts the class and distracts from your classroom participation. Arrangements for your personal communication need to be made before or after class and not during class.

REQUIRED READINGS

Farley, Melissa (2003). Prostitution, Trafficking, and Traumatic Stress. New York: Haworth

Maltreatment & Trauma Press. ISBN: 0-7890-2378-4

Malarek, Victor (2003). The Natashas: Inside The New Global Sex Trade. New York:

Arcade Publishing. ISBN: 1-55970-735-6.

United Nations(1997). Universal Declaration of Human Rights.

http://www.hrweb.org/legal/udhr.html

*UNWire.org (a website for updated material on current human trafficking concerns)

*Note: Other required readings will be electronically posted on blackboard.

RECOMMENDED READINGS

Bales, Kevin (1999). Disposable People. Los Angles: University of California Press. ISBN 0-

520-22463-9

Bok, F. (2003). Escape from Slavery: The True Story of My Ten Years in Captivity—and My

Journey to Freedom in America.

Cling, BJ (Ed.).(2004). Sexualized Violence Against Women and Children. New York: Guilford

Press.

Harvey, JH (2002). Perspectives on Loss and Trauma: Assaults on the Self. Thousand Oaks:

Sage.

Heatherton, TF, Kleck, RE, Hebe, MR, & Hull, JG (Eds.) (2000). The Social Psychology of

Stigma. London: Guilford Press. ISBN 1-57230-942-3.

Morrison, T. & Dubin, S. (Eds). (2004). Demand Dynamics: The Forces of Demand in Global

Sex Trafficking. Conference Report. Conference held October 17-18 2003. Organized by Captive Daughters and the International Human Rights Law Institute, DePaul University of College Law. ISBN 1-889001-06-6.

Nordic Baltic Campaign Against Trafficking in Women, Final Report 2002. Nordic-

Baltic Campaign Against Trafficking in Women. ANP 2004:715. ISBN 92-893-0982-2

Trafficking in Women and Prostitution in the Baltic States: Social and Legal Aspects (2001).

Finland: International Organization for Migration. ISBN: 92-9068-117-9.

(Produced by the Regional Office for the Baltic and Nordic Stats of the International Organization for Migration (IOM) in Helsinki and IOM Vilnius and Riga offices, with the cooperation of the IOM Research and Publications Division of Geneva)

Pease, B. & Pringle, K. (2001). A Man’s World? Changing Men’s Practice in a Globalized

World. NY: Zed.

DESCRIPTION OF ASSIGNMENTS

Note: All papers will be graded on the quality of the work. Student papers should be thorough, concise, and to the point.

Assignment 1: The purpose of this assignment is to familiarize the students with current issues and practices on human trafficking in the United States and Illinois. Students will work in groups of 2-3. Note: This is a group paper.

Students groups will write a paper (8-10 pages) on combating human trafficking in Illinois or at the federal level. The student should include a three (3) page summary of state and federal policy. Students may want to contact the governor’s office and/or the Illinois Department of Health and Human Services to find out how Illinois is addressing human trafficking and the extent to which human trafficking is a problem in Illinois. They will review current policy that applies to Illinois, the programs that are available to victims of human trafficking, and services offered through local programs. Student might also want to interview a social worker and other counselors working in agencies that offer services to victims of human trafficking.

The student should also explore the efforts to combat human trafficking at the international level. This might include an interview with legislators, an FBI agent, or federal prosecutor who has knowledge of the subject. Students should explore the issues surrounding persons who have been victims of sexual trafficking, the trafficking of children, the trafficking of men and women for purposes of slave labor.

Assignment 2a: The purpose of this assignment is to familiarize the student with current trends and practices on human trafficking at the International level. The end result will be an individual, 12 page paper, written by each student and a panel presentation. This assignment will require both individual as well as group effort.

Students will work in groups of 2-3. Since nearly every country of the world is affected in one way or another by human trafficking, each group will select a specific region of the world. Each student will select a specific country in that region.

The students will explore the policies that have been adopted by that country to combat human trafficking, whether or not the country has ratified the United Nations Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children. The student will discuss the degree of human trafficking that is taking place in the selected country, whether it is a resource country, transit country, or destination country/ or combination. How long has human trafficking been a problem for the country and why did it begin?

The student will discuss the political and social trends that contribute the phenomenon of human trafficking, cultural influences, religious influences, and other influences. Students will also include issues of recruitment, information of perpetrators, the criminal aspects of human trafficking in the country, and the problem with reintegration of women who have escaped or have been released and the services available to them. Students will discuss the impact of human trafficking on the economy of the country and the impact on society. The student will also address efforts being made by the government of the country to prevent human trafficking, rescue and restore victims, and prosecute traffickers. The students will discuss the impact on the individual and the family. Finally the students will discuss the implications for social work practice and recommendations for intervention and prevention that are culturally sensitive to the members of that society.

Assignment 2b: Panel Presentation. Each group of students will form a panel to present issues on human trafficking to a specific region of the world. Each student will make a 30 minute presentation to the class on their selected country (see assignment 3). Students will be expected to present the most important information about their country of interest. The presentations must be thorough, complete, concise and to the point and stay within the parameters of 30 minutes.

Students will be expected to make a professional presentation utilizing power point and handouts.

Assignment 3: Each student will make a 20 minute presentation from a chapter selected from the Melissa Farley text, Prostitution, Trafficking, and Traumatic Stress, or on a substantial article on perpetrators.

Assignment 4: Reaction paper. This is an opportunity for the students to react to the information learned in the class. Students should discuss their emotional reaction to the issues of human trafficking, how they felt as they became educated on the topic, the underlying causes of human trafficking, specifically to the country selected for the major assignment. Students should also reflect and react to the class as a whole, the knowledge gained from the first two assignments and from listening to the panel presentations. This paper is approximately 5 pages in length.

COURSE OUTLINE

Unit 1: Readings on Human Trafficking (Weeks 1-5)

Unit 2: Policy (Week 6)

Unit 3: Psychological Issues:

• Victims,
• Traffickers, Pimps, Brothel Owners, & others
• consumers of trafficked persons (Week 7-10)

Unit 4: Intervention, Services, Case Management (week 11)

• Rescue, Restore

Unit 5: Prevention (Week 12)

Unit 6: Student Presentations (Week 13-14)

Unit 1: Understanding the Problem of Human Trafficking

Goal:

• To educate the student on the current trends in human trafficking
• The plight of individuals trafficked
• The conditions under which trafficking occurs

*Note: All material that is not included in the required text books will be on electronic reserves.

Week 1

Review the Syllabus

Video: Human Trafficking Part I

Readings: (See Electronic Reserves)

o Farley, M. (2004). Prostitution is Sexual Violence, Psychiatric Times, XXI (12).

o Cockburn, A. (2003). 21^st Century Slaves. National Geographic, 204 (3) pp 1-11.

o Clark, M.A. (2003). Trafficking in Persons: An Issue of Human Security.

o The Facts About Human Trafficking for Forced Labor, Office to Monitor and Combat Trafficking in Persons Washington DC, July 25, 2005.

Week 2

Video: Human Trafficking Part II

Readings: (See Electronic Reserves)

• Holsopple, K. (1998). Stripclubs According to Strippers: Exposing Workplace Sexual Violence. Part 1, Typical Activities.

o Malarek:

• Oh, Natasha! Natasha! xi
• Introduction: The Fourth Wave 1
• Chapter 1: Smugglers’ Prey
• Chapter 2: The Breaking Grounds

Recommended: (See Electronic Reserves)

• Bales, K (2004). Disposable People
• Chapter 1: The New Slavery
• Chapter 2: Thailand: Because She Looks Like a Child (p.34-79)
• Farley
• From Duty to Despair: Brothel Prostitution in Cambodia (133-145)
• Prostitution and Trafficking of Women and Children from Mexico to the United States (147-166)
• “Bad Dreams” Exploitation and Abuse of Migrant Workers in Saudi Arabia, Human Rights Watch.

Week 3

Readings (See Electronic Reserves)

• Malarek
• Chapter 8: Bosnian Nights
• Epilogue (p.269)
• Hughes, D.
• Making the Harm Visible: Global Sexual Exploitation of Women and Girls Speaking Out and Providing Services: Introduction
• Trafficking of Children for Prostitution: Protecting Our Children: Working Together to End Child Prostitution.
• Iranian Women and Girls-Victims of Exploitation and Violence
• Blazing Trails, Confronting Challenges (The Sexual Exploitation of Women and Girls in the Philippines)
• Towards an Abolitionist Approach to Prostitution and Trafficking
• Welcome to the Rape Camp: Sexual Exploitation and the Internet in Cambodia

Recommended : (See Electronic Reserves)

• Halting the Trafficking of Women and Children in Thailand for the Sex Trade: Progress and Challenges
• Prostitution-A Modern Form of Slavery

Week 4

• Hughes, D.
• Lilya and Uncle Tom
• Nyet to Trafficking
• Whose Side Are We On?
• A Special Evil
• Supplying Women for the Sex Industry: Trafficking from the Russian Federation
• Coonan, T. (2004). Human Trafficking: Victims’ Voices in Flordia. J. of S.W. Research and Evaluation, 5 (2).
• Hooper, E.K. (2004). Underidentification of Human Trafficking Victims in the United States. J. of S.W. Research and Evaluation, 5 (2).
• Freedom Denied Forced Labor in California, February 2005. Human Rights Center UC Berkeley.

Recommended: (See Electronic Reserves)

• Hughes, D.
• Globalization, Information Technology, and Sexual Exploitation of Women and Children
• Confronting Trafficking, Prostitution and Sexual Exploitation in Asia-The Struggle for Survival and Dignity.
• Chesler, P. & Hughes, D.M.
• Feminism in the 21^st Century
• Engstrom, D.W., Minas, S.A., Espinoza, M. & Jones, L. (2004). Halting the Trafficking of Women and Children in Thailand for the Sex Trade: Progress and Challenges. J. of S.W. Research and Evaluation, 5, (2).

Week 5

Readings: (See Electronic Reserves)

• Hughes, D.
• The “Natash” Trade: The transnational Shadow Market of Trafficking in Women
• Doezema, J>
• Loose Women or Lost Women? The Re-emergence of the Myth of White Slavery in Contemporary Discourses of Trafficking in Women
• Bertone, A.M.
• Sexual Trafficking in Women: International Political Economy and the Politics of Sex

Recommended: (See Electronic Reserves)

• France, D, Downey, S., & Nelson, C.
• Slavery’s New Face
• Orlova, A.V.
• From Social Dislocation to Human Trafficking: The Russian Case
• Hodge, G.D.
• Sex Workers of Havana: The Lure of Things
• Trujillo, A.
• Slavery in the 21^st Centruy
• Leuchtag, A.
• Human Sex and Rights, Trafficking, Prostitution

Unit 2: Policy

Goal: Examine and Discuss:

· Illinois and US Policy on Human Trafficking

· United States Policy/Law, International Laws on Human Trafficking

· The current and future impact on society

o United States

o Eastern Europe

o Russia

o South East Asia

o Japan, Australia, Philippines

· Team building and collaboration between the police, prosecutors, judges, NGO’s and government officials

Week 6

Video: Bucharest Express

Readings: (See Electronic Reserves)

· Malarek:

o Chapter 7: For a Fistful of Dollars

o Chapter 10: The Sheriff’s Playground

· Bales, K. (2004). Disposable People.

o Appendix 2: Excerpts From International Conventions on Slavery (p. 275)

· Farley

o Prostitution and Trauma in US Rape Law (75-90)

o United Nations:

o Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children

o The First-Modern Anti-Slavery Law: The Trafficking Victims Protection Act of 2000

o HR972 Trafficking Victims Protection Reauthoriztion Act of 2005 (Introduced in the House)

Recommended: (See Electronic Reserves)

· Hughes

o The 2002 Trafficking in Persons Report: Lost Opportunity for Progress

“Foreign Government Complicity in Human Trafficking: A Review of the State Department’s 2002 Trafficking in Persons Report.”

o U.S. Department of Justice: Civil Rights Division, A Guide for Non-Governmental Organizations.

o Universal Declaration of Human Rights

o Convention on the Elimination of All Forms of Discrimination against Women

o Victims of Trafficking and Violence Protection Act of 2000

o Smith’s Trafficking Victims Protection Act to Become Law.

Unit 3: Psychological Issues

Goal:

· Examine and discuss the psychological issues of victims and perpetrators.

· Discuss issues of stigma, culture and society

Week 7

Video: Stolen Childhoods

Victims:

Readings: (See Electronic Reserves)

· Farley

o Preface: Prostitution, Trafficking, and Traumatic Stress (xi)

o Introduction: Hidden in Plain Sight: Clinical Observations on Prostitution

o Prostitution and Trafficking in Nine Countries: An Update on Violence and Posttraumatic Stress Disorder (33-66).

o Prostitution and Trafficking in Women: An Intimate Relationship (167-186)

· Cling

o Chapter 2: Rape and Rape Trauma Syndrome

Week 8

Victims:

Readings: (See Electronic Reserves)

• Farley
• Emotional Experiences of Performing Prostitution (187-198)
• Dissociation Among Women in Prostitution (199-212)
• Heatherton, T.F., Kleck, R.E., Hebl, M.R. & Hull, J.G. (2000).
• Chapter 1: Stigma: Introduction and Overview.
• Women’s and Girls’ Experience of Sexual Exploitation and Its Effects, J. of Sexual Aggression, 6 (1-2) (2000, winter).
• Hughes, D. (2005). The Violence of Silence: Survior Testimony in Political Struggle.

Recommended: (See Electronic Reserves)

• Who Ethical and Safety Recommendations for Interviewing Trafficked Women (2003). World Healthy Policy Unit, London School of Hygiene & Tropical Medicine with support form the Daphne Program of the European Commission and the World Health Organization.
• How Can I Recognize Trafficking Victims? US Dept. of State.

Week 9

Perpetrators

Readings: (See Electronic Reserves)

Video: Lilya-4-ever

· Malarek

o Chapter 3: Criminal Intent

· Torrey, M. & Dubin, S. (2004).

o What do we know about the people who make up the “demand” side of sex trafficking?

· Hare

o Chapter 1: Experiencing the Psychopath

o Chapter 3: The Profile: Feelings and Relationships

o Chapter 5: Internal Controls: The Missing Piece

Recommended: (See Electronic Reserves)

· Farley

o Prostitution Online (115-129)

· Torrey, M. & Dubin, S. (2004).

o How do consumers of sex trafficking find their “supply” and how is demand manipulated and maintained?

Week 10

Video: Bye Bye Beauty

Perpetrators

Readings: (See Electronic Reserves)

· Pease &Pringle

o Chapter 9: Men’s Practices in Prostitution: The Case of Sweden

o Chapter 14: Gendering Men’s Services in Hong Kong: Backlash or Pursuit of Gender Equality

· Kaihla, P. & Karuntilleka, W. (1996). The People Smugglers., Maclean’s, 109,(18).

· Kwong, P. (1994). China’s Human Traffickers, Nation, 259, (12).

· Smuggling and Trafficking (Editorial) America, July 5-12,, 2004.

· Hughes, D.M. and Denisova, T.A. (2001). The transnational Political Criminal Nexus of Trafficking in Women from the Ukraine, 6 (3-4).

· Glazov, J. (2004). Why Did the Mullahs Murder Atefeh Rajabi?

Recommended: (See Electronic Reserves)

· Malarek

o Chapter 4: Click of a Mouse

· Skinner, R. & Maher, C. Where Have All the Young Girls Gone?

Unit 4: Intervention Services, Case Management,

Goals: Examine and Discuss

· Rescue and Restore programs

· Interventions in society and culture

· Spirituality and the impact on recovery

· Teambuilding and collaboration between the police, prosecutors, judges, NGO’s and government officials

Week 11

Readings: (See Electronic Reserves)

· Malarek:

o Chapter 5: Daring Souls

o Chapter 6: A Matter of Indifference

· Farley

o Providing services to African American Prostituted Women (213-222).

o Importance of Supportive Relationships Among Women Leaving Prostitution (223-238)

· Living in Longing: Prostitution, Trauma Recovery, and Public Assistance (267)

· McDonald, L, Timoshkina, N. (2004). Examining Service Needs of Trafficked Women from the former Eastern Bloc: The Canadian Case. J. of Social Work Research Evaluation, 5 (2)pp 169-192.

· Hughes, D.

o Health Effects of Prostitution.

Recommended: (See Electronic Reserves)

· Harvey, JH (2002).

o Chapter 8: Violence and War

o Chapter 10: International Perspectives on Loss and Adaptation: The Case of Romania.

o Chapter 11: Adaptation and Therapeutic Approaches

Unit 5: Prevention

Goals: Examine and Discuss

• International efforts to intervene and prevent human trafficking
• Collaboration and teambuilding between the police, prosecutors, judges, NGO’s and government officials

Week 12

Readings: (See Electronic Reserves)

• Malarek
• Chapter 9: Strap on Your Six-Guns
• Conclusion: Stop the Traffic!
• Farley
• Ten Reasons for Not Legalizing Prostitution and a Legal Response to the Demand for Prostitution (315)
• Pease & Pringle
• Chapter 10: Towards the End of ‘Black Macho’ in the United States: Preface to a (pro) Womanist Vision of Black Manhood.
• Chapter 11: Masculinities in Brazil: The Case of Brazilian Television Advertisements.
• What can be done to interfere with and ultimately eliminate demand?
• A cargo of exploitable souls
• Ekberg, G. (Oct. 2004). The Swedish Law That Prohibits the Purchase of Sexual Services. Violence Against Women, 10 (10), 1187-1218.
• Leidholdt, D.A. (2005). Demand and the Debate. Coalition Against Trafficking in Women http://action.web.ca/home/catw/readingroom.shtml?x=53793&AA_EX_Session=6d685b...
• Staff Report, Government launches plan to curb human trafficking, Daily Times: A New Voice for a new Pakistan. Tuesday, Dec. 13, 2005.

Recommended: (See Electronic Reserves)

• Hare
• Chapter 13: A Survival Guide
• Bales, Kevin (2004). Disposable People
• Chapter 7: What can be done?
• Coda: Three Things You Can Do to Stop Slavery (p. 263)
• Hughes, D.
• Women’s Wrongs
• Prostitution in Russia
• Legalizing Prostitution will not stop the harm
• Human Rights-A European Challenge?
• UNICEF Handbook to Combat Trafficking in Children: Chapter for Religious Leaders.
• Recent Developments in US Government Efforts to End Human Trafficking. US Dept. of State.
• US Activities to Combat Trafficking in Persons. US Dept. of State.

Unit 6: Student Presentations

Goals: To expand knowledge on human trafficking through student reports.

Week 13

Student Presentations

· Readings as assigned by student presenters

Week 14

Student Presentations

· Readings as assigned by student presenters

Bibliography

Human Trafficking: general information, legislation, definitions/ Forced labor

Adepoju, A. (2005). Review of Research and Data on Human Trafficking in Sub-Saharan Africa. International Migration, 43 (1/2) 75-98.

Anderson B. & O'Connell-Davidson J. (2002). Trafficking - A Demand Led Problem? Part I:

Review of Evidence and Debates. Stockholm: Save the Children, Sweden.

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Askola, H., Okolski, M., Saar, J, Annist, A., A.hven, A., Zarina, I., Tureikyte, D. & Sipaviciene,

A. (2001). Trafficking in Women and Prostitution in the Baltic States: Social and Legal

Aspects. Published by: International Organization for Migration, Regional Office fo the Baltic and Nordic Countries, P.O. Box 851 FIN-00101 Helsinki Finland. ISBN# 92-9068-117-9.

Bales, K. ( 2000) Disposable People. New Slavery in the Global Economy. University of

California Press.

Boak, A., Boldosser, A., Biu, O. ( eds.) ( 2003.) Smooth Flight.A Guide to Preventing youth

trafficking. IOFA,

Convention Against Transnational Organized Crime, Article 3 (a-d), G.A. res.

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Derks, A. ( 2000). Combating Trafficking in South –East Asia. Geneva, Switzerland , IOM

Hidden Slaves: Forced Labor in The United States. Free the Slaves and Human Rights Center

(UC Berkely), September 2004 Retrieved 01/31/2005, from source www.humantrafficking.org/resources/pubs/newpubs.html

Hughes, D. (1999). Office of the United Nations High Commissioner for Human Rights: Report of the Working Group on Contemporary Forms of Slavery. Sub-Commission Resolution 1999/17 Unedited Version. http://www.uri.edu/artsci/wms/hughes/wgcfs99.htm

Koser, K. Asylum Policies, Trafficking and Vulnerability. Perspectives on Trafficking of

Migrants. Appleyard, R, Salt, J. ( eds.) Geneva, IOM et OIM. Retrieved 10/02/2005 from source www.iom.int/

Klopcic, A. ( 2004) . Trafficking in Human Beings in Transition and Post – Conflict Countries.

Human Security Perspectives, Vol.1, I .

Koser, K. (2000). Asylum policies, trafficking and vulnerability. International Migration, 38(3),

91-112.

Limanovska, B.( 2002) Trafficking in Human Beings in Southeastern Europe. UNICEF.

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